Introduction: There is growing evidence that formative assessment is valuable tool in enhancing learning. Integrating formative assessment into post graduate students can be challenging.
Aim: Authors aimed in this study to describe an ongoing formative assessment activity in post graduates. We reported resident's performance and satisfaction.
Methods: Authors performed an exploratory study over a 3-year period. Twenty five oncology residents participated. The first phase was test preparation by senior oncologists, according to residency curricula then taking the test by a small group of residents with an immediate feedback. The third phase was distribution of a survey each 6 months evaluating resident's perception of the testing.
Results: Twenty two tests were taken by 17 medical oncology, 2 surgical oncology and 4 radiation therapy residents. At the first test, median scores was 51/100 [30%-72%] with a mean of 53/100. Individual scores of each resident improved with time, becoming 68/100 (t(16)=3.172, p<0.02) with a mean of 64/100 and decrease between student's scores. All the students rated the correction session with a 5. The majority reported that the test reached their expectations (73% rated4-5), and considered it, as having an impact on their daily practice (77% rated4-5). Residents also considered the test as highly difficult (80% rated4-5).
Conclusion: Ongoing formative assessment showed improvement in overall knowledge of residents with high level of satisfaction.
Introduction: There is growing evidence that formative assessment is valuable tool in enhancing learning. Integrating formative assessment into post graduate students can be challenging.
Aim: Authors aimed in this study to describe an ongoing formative assessment activity in post graduates. We reported resident's performance and satisfaction.
Methods: Authors performed an exploratory study over a 3-year period. Twenty five oncology residents participated. The first phase was test preparation by senior oncologists, according to residency curricula then taking the test by a small group of residents with an immediate feedback. The third phase was distribution of a survey each 6 months evaluating resident's perception of the testing.
Results: Twenty two tests were taken by 17 medical oncology, 2 surgical oncology and 4 radiation therapy residents. At the first test, median scores was 51/100 [30%-72%] with a mean of 53/100. Individual scores of each resident improved with time, becoming 68/100 (t(16)=3.172, p<0.02) with a mean of 64/100 and decrease between student's scores. All the students rated the correction session with a 5. The majority reported that the test reached their expectations (73% rated4-5), and considered it, as having an impact on their daily practice (77% rated4-5). Residents also considered the test as highly difficult (80% rated4-5).
Conclusion: Ongoing formative assessment showed improvement in overall knowledge of residents with high level of satisfaction.
Introduction: There is growing evidence that formative assessment is valuable tool in enhancing learning. Integrating formative assessment into post graduate students can be challenging.
Aim: Authors aimed in this study to describe an ongoing formative assessment activity in post graduates. We reported resident's performance and satisfaction.
Methods: Authors performed an exploratory study over a 3-year period. Twenty five oncology residents participated. The first phase was test preparation by senior oncologists, according to residency curricula then taking the test by a small group of residents with an immediate feedback. The third phase was distribution of a survey each 6 months evaluating resident's perception of the testing.
Results: Twenty two tests were taken by 17 medical oncology, 2 surgical oncology and 4 radiation therapy residents. At the first test, median scores was 51/100 [30%-72%] with a mean of 53/100. Individual scores of each resident improved with time, becoming 68/100 (t(16)=3.172, p<0.02) with a mean of 64/100 and decrease between student's scores. All the students rated the correction session with a 5. The majority reported that the test reached their expectations (73% rated4-5), and considered it, as having an impact on their daily practice (77% rated4-5). Residents also considered the test as highly difficult (80% rated4-5).
Conclusion: Ongoing formative assessment showed improvement in overall knowledge of residents with high level of satisfaction.
Introduction: There is growing evidence that formative assessment is valuable tool in enhancing learning. Integrating formative assessment into post graduate students can be challenging.
Aim: Authors aimed in this study to describe an ongoing formative assessment activity in post graduates. We reported resident's performance and satisfaction.
Methods: Authors performed an exploratory study over a 3-year period. Twenty five oncology residents participated. The first phase was test preparation by senior oncologists, according to residency curricula then taking the test by a small group of residents with an immediate feedback. The third phase was distribution of a survey each 6 months evaluating resident's perception of the testing.
Results: Twenty two tests were taken by 17 medical oncology, 2 surgical oncology and 4 radiation therapy residents. At the first test, median scores was 51/100 [30%-72%] with a mean of 53/100. Individual scores of each resident improved with time, becoming 68/100 (t(16)=3.172, p<0.02) with a mean of 64/100 and decrease between student's scores. All the students rated the correction session with a 5. The majority reported that the test reached their expectations (73% rated4-5), and considered it, as having an impact on their daily practice (77% rated4-5). Residents also considered the test as highly difficult (80% rated4-5).
Conclusion: Ongoing formative assessment showed improvement in overall knowledge of residents with high level of satisfaction.
Introduction: There is growing evidence that formative assessment is valuable tool in enhancing learning. Integrating formative assessment into post graduate students can be challenging.
Aim: Authors aimed in this study to describe an ongoing formative assessment activity in post graduates. We reported resident's performance and satisfaction.
Methods: Authors performed an exploratory study over a 3-year period. Twenty five oncology residents participated. The first phase was test preparation by senior oncologists, according to residency curricula then taking the test by a small group of residents with an immediate feedback. The third phase was distribution of a survey each 6 months evaluating resident's perception of the testing.
Results: Twenty two tests were taken by 17 medical oncology, 2 surgical oncology and 4 radiation therapy residents. At the first test, median scores was 51/100 [30%-72%] with a mean of 53/100. Individual scores of each resident improved with time, becoming 68/100 (t(16)=3.172, p<0.02) with a mean of 64/100 and decrease between student's scores. All the students rated the correction session with a 5. The majority reported that the test reached their expectations (73% rated4-5), and considered it, as having an impact on their daily practice (77% rated4-5). Residents also considered the test as highly difficult (80% rated4-5).
Conclusion: Ongoing formative assessment showed improvement in overall knowledge of residents with high level of satisfaction.
Introduction: There is growing evidence that formative assessment is valuable tool in enhancing learning. Integrating formative assessment into post graduate students can be challenging.
Aim: Authors aimed in this study to describe an ongoing formative assessment activity in post graduates. We reported resident's performance and satisfaction.
Methods: Authors performed an exploratory study over a 3-year period. Twenty five oncology residents participated. The first phase was test preparation by senior oncologists, according to residency curricula then taking the test by a small group of residents with an immediate feedback. The third phase was distribution of a survey each 6 months evaluating resident's perception of the testing.
Results: Twenty two tests were taken by 17 medical oncology, 2 surgical oncology and 4 radiation therapy residents. At the first test, median scores was 51/100 [30%-72%] with a mean of 53/100. Individual scores of each resident improved with time, becoming 68/100 (t(16)=3.172, p<0.02) with a mean of 64/100 and decrease between student's scores. All the students rated the correction session with a 5. The majority reported that the test reached their expectations (73% rated4-5), and considered it, as having an impact on their daily practice (77% rated4-5). Residents also considered the test as highly difficult (80% rated4-5).
Conclusion: Ongoing formative assessment showed improvement in overall knowledge of residents with high level of satisfaction.
Introduction: There is growing evidence that formative assessment is valuable tool in enhancing learning. Integrating formative assessment into post graduate students can be challenging.
Aim: Authors aimed in this study to describe an ongoing formative assessment activity in post graduates. We reported resident's performance and satisfaction.
Methods: Authors performed an exploratory study over a 3-year period. Twenty five oncology residents participated. The first phase was test preparation by senior oncologists, according to residency curricula then taking the test by a small group of residents with an immediate feedback. The third phase was distribution of a survey each 6 months evaluating resident's perception of the testing.
Results: Twenty two tests were taken by 17 medical oncology, 2 surgical oncology and 4 radiation therapy residents. At the first test, median scores was 51/100 [30%-72%] with a mean of 53/100. Individual scores of each resident improved with time, becoming 68/100 (t(16)=3.172, p<0.02) with a mean of 64/100 and decrease between student's scores. All the students rated the correction session with a 5. The majority reported that the test reached their expectations (73% rated4-5), and considered it, as having an impact on their daily practice (77% rated4-5). Residents also considered the test as highly difficult (80% rated4-5).
Conclusion: Ongoing formative assessment showed improvement in overall knowledge of residents with high level of satisfaction.
Introduction: There is growing evidence that formative assessment is valuable tool in enhancing learning. Integrating formative assessment into post graduate students can be challenging.
Aim: Authors aimed in this study to describe an ongoing formative assessment activity in post graduates. We reported resident's performance and satisfaction.
Methods: Authors performed an exploratory study over a 3-year period. Twenty five oncology residents participated. The first phase was test preparation by senior oncologists, according to residency curricula then taking the test by a small group of residents with an immediate feedback. The third phase was distribution of a survey each 6 months evaluating resident's perception of the testing.
Results: Twenty two tests were taken by 17 medical oncology, 2 surgical oncology and 4 radiation therapy residents. At the first test, median scores was 51/100 [30%-72%] with a mean of 53/100. Individual scores of each resident improved with time, becoming 68/100 (t(16)=3.172, p<0.02) with a mean of 64/100 and decrease between student's scores. All the students rated the correction session with a 5. The majority reported that the test reached their expectations (73% rated4-5), and considered it, as having an impact on their daily practice (77% rated4-5). Residents also considered the test as highly difficult (80% rated4-5).
Conclusion: Ongoing formative assessment showed improvement in overall knowledge of residents with high level of satisfaction.
