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Titulo Artículo:
Progress testing in the medical curriculum: students’ approaches to learning and perceived stress
Resumen:
Background Progress Tests (PTs) draw on a common question bank to assess all students in a programme against graduate outcomes. Theoretically PTs drive deep approaches to learning and reduce assessment-related stress. In 2013, PTs were introduced to two year groups of medical students (Years 2 and 4), whereas students in Years 3 and 5 were taking traditional high-stakes assessments. Staged introduction of PTs into our medical curriculum provided a time-limited opportunity for a comparative study. The main purpose of the current study was to compare the impact of PTs on undergraduate medical students’ approaches to learning and perceived stress with that of traditional high-stakes assessments. We also aimed to investigate the associations between approaches to learning, stress and PT scores. Methods Undergraduate medical students (N = 333 and N = 298 at Time 1 and Time 2 respectively) answered the Revised Study Process Questionnaire (R-SPQ-2F) and the Perceived Stress Scale (PSS) at two time points to evaluate change over time. The R-SPQ-2F generated a surface approach and a deep approach score; the PSS generated an overall perceived stress score. Results We found no significant differences between the two groups in approaches to learning at either time point, and no significant changes in approaches to learning over time in either cohort. Levels of stress increased significantly at the end of the year (Time 2) for students in the traditional assessment cohort, but not in the PT cohort. In the PT cohort, surface approach to learning, but not stress, was a significant negative predictor of students’ PT scores. Conclusions While confirming an association between surface approaches to learning and lower PT scores, we failed to demonstrate an effect of PTs on approaches to learning. However, a reduction in assessment-associated stress is an important finding.
Fecha de publicación:
2015.
Autores :
Marcus Henning, ;
Jones, Rhys;
Wearn, Andy ;
Weller , Jennifer;
Yielder, Jill ;
Chen, Yan ;
Autor corporativo:
BMC Medical Education,
Editores:
Otra ;
Signatura Topográfica:
147
Idioma:
Inglés
Páginas:
1
ISBN:
1472-6920
Existencias:
8
Palabras claves:
Medical School
Academic Performance
Grade Point Average
Deep Approach
Medical Student
Perceive Stress Scale
Público objetivo:
Posgrado
Docentes
Medicos
Titulo Artículo:
Progress testing in the medical curriculum: students’ approaches to learning and perceived stress
Resumen:
Background Progress Tests (PTs) draw on a common question bank to assess all students in a programme against graduate outcomes. Theoretically PTs drive deep approaches to learning and reduce assessment-related stress. In 2013, PTs were introduced to two year groups of medical students (Years 2 and 4), whereas students in Years 3 and 5 were taking traditional high-stakes assessments. Staged introduction of PTs into our medical curriculum provided a time-limited opportunity for a comparative study. The main purpose of the current study was to compare the impact of PTs on undergraduate medical students’ approaches to learning and perceived stress with that of traditional high-stakes assessments. We also aimed to investigate the associations between approaches to learning, stress and PT scores. Methods Undergraduate medical students (N = 333 and N = 298 at Time 1 and Time 2 respectively) answered the Revised Study Process Questionnaire (R-SPQ-2F) and the Perceived Stress Scale (PSS) at two time points to evaluate change over time. The R-SPQ-2F generated a surface approach and a deep approach score; the PSS generated an overall perceived stress score. Results We found no significant differences between the two groups in approaches to learning at either time point, and no significant changes in approaches to learning over time in either cohort. Levels of stress increased significantly at the end of the year (Time 2) for students in the traditional assessment cohort, but not in the PT cohort. In the PT cohort, surface approach to learning, but not stress, was a significant negative predictor of students’ PT scores. Conclusions While confirming an association between surface approaches to learning and lower PT scores, we failed to demonstrate an effect of PTs on approaches to learning. However, a reduction in assessment-associated stress is an important finding.
Fecha de publicación:
2015.
Autores :
Marcus Henning, ;
Jones, Rhys;
Wearn, Andy ;
Weller , Jennifer;
Yielder, Jill ;
Chen, Yan ;
Autor corporativo:
BMC Medical Education,
Editores:
Otra ;
Signatura Topográfica:
147
Idioma:
Inglés
Páginas:
1
Existencias:
8
Palabras claves:
Medical School
Academic Performance
Grade Point Average
Deep Approach
Medical Student
Perceive Stress Scale
Público objetivo:
Posgrado
Docentes
Medicos
Titulo Artículo:
Progress testing in the medical curriculum: students’ approaches to learning and perceived stress
Resumen:
Background Progress Tests (PTs) draw on a common question bank to assess all students in a programme against graduate outcomes. Theoretically PTs drive deep approaches to learning and reduce assessment-related stress. In 2013, PTs were introduced to two year groups of medical students (Years 2 and 4), whereas students in Years 3 and 5 were taking traditional high-stakes assessments. Staged introduction of PTs into our medical curriculum provided a time-limited opportunity for a comparative study. The main purpose of the current study was to compare the impact of PTs on undergraduate medical students’ approaches to learning and perceived stress with that of traditional high-stakes assessments. We also aimed to investigate the associations between approaches to learning, stress and PT scores. Methods Undergraduate medical students (N = 333 and N = 298 at Time 1 and Time 2 respectively) answered the Revised Study Process Questionnaire (R-SPQ-2F) and the Perceived Stress Scale (PSS) at two time points to evaluate change over time. The R-SPQ-2F generated a surface approach and a deep approach score; the PSS generated an overall perceived stress score. Results We found no significant differences between the two groups in approaches to learning at either time point, and no significant changes in approaches to learning over time in either cohort. Levels of stress increased significantly at the end of the year (Time 2) for students in the traditional assessment cohort, but not in the PT cohort. In the PT cohort, surface approach to learning, but not stress, was a significant negative predictor of students’ PT scores. Conclusions While confirming an association between surface approaches to learning and lower PT scores, we failed to demonstrate an effect of PTs on approaches to learning. However, a reduction in assessment-associated stress is an important finding.
Autores:
Marcus Henning,
,
Jones, Rhys
,
Wearn, Andy
,
Weller , Jennifer
,
Yielder, Jill
,
Chen, Yan
,
.
Titulo Revista:
BMC Medical Education,
.
Numero:
147
Volumen:
15
Fecha de publicación:
2015.
Base de Datos Bibliográfica:
Otra ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
8
ISBN:
1472-6920
Palabras claves:
Medical School
Academic Performance
Grade Point Average
Deep Approach
Medical Student
Perceive Stress Scale
Público objetivo:
Posgrado
Docentes
Medicos
Título Otra :
Progress testing in the medical curriculum: students’ approaches to learning and perceived stress
Resumen:
Background Progress Tests (PTs) draw on a common question bank to assess all students in a programme against graduate outcomes. Theoretically PTs drive deep approaches to learning and reduce assessment-related stress. In 2013, PTs were introduced to two year groups of medical students (Years 2 and 4), whereas students in Years 3 and 5 were taking traditional high-stakes assessments. Staged introduction of PTs into our medical curriculum provided a time-limited opportunity for a comparative study. The main purpose of the current study was to compare the impact of PTs on undergraduate medical students’ approaches to learning and perceived stress with that of traditional high-stakes assessments. We also aimed to investigate the associations between approaches to learning, stress and PT scores. Methods Undergraduate medical students (N = 333 and N = 298 at Time 1 and Time 2 respectively) answered the Revised Study Process Questionnaire (R-SPQ-2F) and the Perceived Stress Scale (PSS) at two time points to evaluate change over time. The R-SPQ-2F generated a surface approach and a deep approach score; the PSS generated an overall perceived stress score. Results We found no significant differences between the two groups in approaches to learning at either time point, and no significant changes in approaches to learning over time in either cohort. Levels of stress increased significantly at the end of the year (Time 2) for students in the traditional assessment cohort, but not in the PT cohort. In the PT cohort, surface approach to learning, but not stress, was a significant negative predictor of students’ PT scores. Conclusions While confirming an association between surface approaches to learning and lower PT scores, we failed to demonstrate an effect of PTs on approaches to learning. However, a reduction in assessment-associated stress is an important finding.
Autores :
Marcus Henning, ;
Jones, Rhys;
Wearn, Andy ;
Weller , Jennifer;
Yielder, Jill ;
Chen, Yan ;
Autor corporativo:
BMC Medical Education,
Fecha de publicación:
2015.
Tipo :
Otra .
Idioma:
Inglés
Palabras claves:
Medical School
Academic Performance
Grade Point Average
Deep Approach
Medical Student
Perceive Stress Scale
Público objetivo:
Posgrado
Docentes
Medicos
Título Otra :
Progress testing in the medical curriculum: students’ approaches to learning and perceived stress
Resumen:
Background Progress Tests (PTs) draw on a common question bank to assess all students in a programme against graduate outcomes. Theoretically PTs drive deep approaches to learning and reduce assessment-related stress. In 2013, PTs were introduced to two year groups of medical students (Years 2 and 4), whereas students in Years 3 and 5 were taking traditional high-stakes assessments. Staged introduction of PTs into our medical curriculum provided a time-limited opportunity for a comparative study. The main purpose of the current study was to compare the impact of PTs on undergraduate medical students’ approaches to learning and perceived stress with that of traditional high-stakes assessments. We also aimed to investigate the associations between approaches to learning, stress and PT scores. Methods Undergraduate medical students (N = 333 and N = 298 at Time 1 and Time 2 respectively) answered the Revised Study Process Questionnaire (R-SPQ-2F) and the Perceived Stress Scale (PSS) at two time points to evaluate change over time. The R-SPQ-2F generated a surface approach and a deep approach score; the PSS generated an overall perceived stress score. Results We found no significant differences between the two groups in approaches to learning at either time point, and no significant changes in approaches to learning over time in either cohort. Levels of stress increased significantly at the end of the year (Time 2) for students in the traditional assessment cohort, but not in the PT cohort. In the PT cohort, surface approach to learning, but not stress, was a significant negative predictor of students’ PT scores. Conclusions While confirming an association between surface approaches to learning and lower PT scores, we failed to demonstrate an effect of PTs on approaches to learning. However, a reduction in assessment-associated stress is an important finding.
Autores :
Marcus Henning, ;
Jones, Rhys;
Wearn, Andy ;
Weller , Jennifer;
Yielder, Jill ;
Chen, Yan ;
Autor corporativo:
BMC Medical Education,
Fecha de publicación:
2015.
Paginas:
1.
ISBN:
1472-6920.
Idioma:
Inglés
Palabras claves:
Medical School
Academic Performance
Grade Point Average
Deep Approach
Medical Student
Perceive Stress Scale
Público objetivo:
Posgrado
Docentes
Medicos
Titulo Artículo:
Progress testing in the medical curriculum: students’ approaches to learning and perceived stress
Resumen:
Background Progress Tests (PTs) draw on a common question bank to assess all students in a programme against graduate outcomes. Theoretically PTs drive deep approaches to learning and reduce assessment-related stress. In 2013, PTs were introduced to two year groups of medical students (Years 2 and 4), whereas students in Years 3 and 5 were taking traditional high-stakes assessments. Staged introduction of PTs into our medical curriculum provided a time-limited opportunity for a comparative study. The main purpose of the current study was to compare the impact of PTs on undergraduate medical students’ approaches to learning and perceived stress with that of traditional high-stakes assessments. We also aimed to investigate the associations between approaches to learning, stress and PT scores. Methods Undergraduate medical students (N = 333 and N = 298 at Time 1 and Time 2 respectively) answered the Revised Study Process Questionnaire (R-SPQ-2F) and the Perceived Stress Scale (PSS) at two time points to evaluate change over time. The R-SPQ-2F generated a surface approach and a deep approach score; the PSS generated an overall perceived stress score. Results We found no significant differences between the two groups in approaches to learning at either time point, and no significant changes in approaches to learning over time in either cohort. Levels of stress increased significantly at the end of the year (Time 2) for students in the traditional assessment cohort, but not in the PT cohort. In the PT cohort, surface approach to learning, but not stress, was a significant negative predictor of students’ PT scores. Conclusions While confirming an association between surface approaches to learning and lower PT scores, we failed to demonstrate an effect of PTs on approaches to learning. However, a reduction in assessment-associated stress is an important finding.
Fecha de publicación:
2015.
Autor corporativo:
BMC Medical Education,
.
Idioma:
Inglés
Palabras claves:
Medical School
Academic Performance
Grade Point Average
Deep Approach
Medical Student
Perceive Stress Scale
Público objetivo:
Posgrado
Docentes
Medicos
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Marcus Henning, Jones, Rhys Wearn, Andy Weller , Jennifer Yielder, Jill Chen, Yan Marcus Henning, Jones, Rhys Wearn, Andy Weller , Jennifer Yielder, Jill Chen, Yan Progress testing in the medical curriculum: students’ approaches to learning and perceived stress. 2015; 15Ed. 1.
