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Titulo Artículo:
Ongoing formative assessment in the training of post graduate students
Resumen:
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.
Fecha de publicación:
2019.
Autores :
Soumaya Labidi;
Nouha Daoud;
Hamouda Boussen;
Houda El Benna;
Nesrine Mejri;
Autor corporativo:
La Tunisie médicale,
Editores:
Medline-PubMed ;
Signatura Topográfica:
11
Idioma:
Inglés
Páginas:
1205
ISBN:
2724-7031
Existencias:
1210
Palabras claves:
Learning
Residency
Ongoing Formative Assessment
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Ongoing formative assessment in the training of post graduate students
Resumen:
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.
Fecha de publicación:
2019.
Autores :
Soumaya Labidi;
Nouha Daoud;
Hamouda Boussen;
Houda El Benna;
Nesrine Mejri;
Autor corporativo:
La Tunisie médicale,
Editores:
Medline-PubMed ;
Signatura Topográfica:
11
Idioma:
Inglés
Páginas:
1205
Existencias:
1210
Palabras claves:
Learning
Residency
Ongoing Formative Assessment
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Ongoing formative assessment in the training of post graduate students
Resumen:
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.
Autores:
Soumaya Labidi
,
Nouha Daoud
,
Hamouda Boussen
,
Houda El Benna
,
Nesrine Mejri
,
.
Titulo Revista:
La Tunisie médicale,
.
Numero:
11
Volumen:
97
Fecha de publicación:
2019.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1205
Página Final:
1210
ISBN:
2724-7031
Palabras claves:
Learning
Residency
Ongoing Formative Assessment
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Título Medline-PubMed :
Ongoing formative assessment in the training of post graduate students
Resumen:
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.
Autores :
Soumaya Labidi;
Nouha Daoud;
Hamouda Boussen;
Houda El Benna;
Nesrine Mejri;
Autor corporativo:
La Tunisie médicale,
Fecha de publicación:
2019.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Learning
Residency
Ongoing Formative Assessment
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Título Medline-PubMed :
Ongoing formative assessment in the training of post graduate students
Resumen:
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.
Autores :
Soumaya Labidi;
Nouha Daoud;
Hamouda Boussen;
Houda El Benna;
Nesrine Mejri;
Autor corporativo:
La Tunisie médicale,
Fecha de publicación:
2019.
Paginas:
1205.
ISBN:
2724-7031.
Idioma:
Inglés
Palabras claves:
Learning
Residency
Ongoing Formative Assessment
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Ongoing formative assessment in the training of post graduate students
Resumen:
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.
Fecha de publicación:
2019.
Autor corporativo:
La Tunisie médicale,
.
Idioma:
Inglés
Palabras claves:
Learning
Residency
Ongoing Formative Assessment
Público objetivo:
Decanatura
Docentes
Educadores Medicos
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Soumaya Labidi Nouha Daoud Hamouda Boussen Houda El Benna Nesrine Mejri Soumaya Labidi Nouha Daoud Hamouda Boussen Houda El Benna Nesrine Mejri Ongoing formative assessment in the training of post graduate students. 2019; 97Ed. 1205.
