Summative assessments are more powerful drivers of student learning than resource intensive teaching formats.
Summative assessments are more powerful drivers of student learning than resource intensive teaching formats.
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DOI：
10.1186/1741-7015-11-61
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发表时间：
2013-03-05
期刊：
影响因子：
9.3
通讯作者：
Harendza S
中科院分区：
文献类型：
--
作者：
Raupach T;Brown J;Anders S;Hasenfuss G;Harendza S
心电解释是本科医学教育需要掌握的一项核心临床技能。密集教学通常被认为会产生更有利的学习结果，但最近的研究表明，考试比教学形式更能推动学生的学习。这项研究评估了教学形式和考试结果对医学生心电解释技能学习结果的不同贡献。共有534名四年级医学生参加了一项六组(两组三人)的部分随机试验。学生接受三种水平的教学强度：自我指导学习(两组)、讲课(两组)或由较高水平的学生辅助的小组同伴教学(两组)。两组中的一组在每个教学强度水平上进行形成性评估，另一组进行总结性心电笔试，最多可提供总课程1%的学分。形成性考试提供的是没有学分的个人反馈。主要结果是在原始心电轨迹中正确识别出≥的5个诊断中的3个。次要结果衡量指标是花费在独立研究和使用额外研究材料上的时间。与形成性评估相比，终结性评估增加了正确识别至少五分之三的心电诊断(OR 5.14；95%CI 3.26至8.09)、每周至少多花2小时进行心电自我学习(OR 4.02；95%CI 2.65至6.12)和使用额外学习材料的几率(OR 2.86；95%CI 1.92至4.24)。讲座和同伴教学只与增加学习努力有关，但并不能提高考试成绩。医学教育工作者需要意识到终结性评估在促进学生学习方面的重要作用。因此，医学院内的考试需要与期望的学习结果密切匹配。将资源从实施创新和昂贵的教学模式转移到设计更高质量的总结性考试上，值得进一步研究。
Electrocardiogram (ECG) interpretation is a core clinical skill that needs to be acquired during undergraduate medical education. Intensive teaching is generally assumed to produce more favorable learning outcomes, but recent research suggests that examinations are more powerful drivers of student learning than instructional format. This study assessed the differential contribution of teaching format and examination consequences to learning outcome regarding ECG interpretation skills in undergraduate medical students. A total of 534 fourth-year medical students participated in a six-group (two sets of three), partially randomized trial. Students received three levels of teaching intensity: self-directed learning (two groups), lectures (two groups) or small-group peer teaching facilitated by more advanced students (two groups). One of the two groups on each level of teaching intensity was assessed in a formative, the other in a summative written ECG examination, which provided a maximum of 1% credit points of the total curriculum. The formative examination provided individual feedback without credit points. Main outcome was the correct identification of ≥3 out of 5 diagnoses in original ECG tracings. Secondary outcome measures were time spent on independent study and use of additional study material. Compared with formative assessments, summative assessments increased the odds of correctly identifying at least three out of five ECG diagnoses (OR 5.14; 95% CI 3.26 to 8.09), of spending at least 2 h/week extra on ECG self-study (OR 4.02; 95% CI 2.65 to 6.12) and of using additional learning material (OR 2.86; 95% CI 1.92 to 4.24). Lectures and peer teaching were associated with increased learning effort only, but did not augment examination performance. Medical educators need to be aware of the paramount role of summative assessments in promoting student learning. Consequently, examinations within medical schools need to be closely matched to the desired learning outcomes. Shifting resources from implementing innovative and costly teaching formats to designing more high-quality summative examinations warrants further investigation.
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影响因子：
6
作者：
NEWBLE, DI;JAEGER, K
通讯作者：
JAEGER, K
影响因子：
--
作者：
MONTGOMERY, H;HUNTER, S;MARSHALL, RM
通讯作者：
MARSHALL, RM
DOI：
10.1136/bmj.c5064
发表时间：
2010-09-24
期刊：
BMJ (Clinical research ed.)
影响因子：
--
作者：
Miller, Alice;Archer, Julian
通讯作者：
Archer, Julian
影响因子：
2.1
作者：
Hudson, J. N.;Bristow, D. R.
通讯作者：
Bristow, D. R.
影响因子：
6
作者：
van der Vleuten, CPM;Schuwirth, LWT
通讯作者：
Schuwirth, LWT