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1.
Instructor evaluations are influenced by implicit age and gender bias, with lower ratings and negative feedback given to instructors believed to stray from stereotypical age and gender norms. Female instructors exhibiting typically male-associated qualities such as leadership and authority, are often negatively impacted. Implicit bias also influences evaluation of digital resources and instructors, regardless of students' positive learning outcomes. As digital learning resources become the norm in education, it is crucial to explore the impact of implicit bias at various educational levels. In this study, undergraduate and graduate students were randomly exposed to one of five digital tutorials; four experimental tutorials presenting identical anatomy content with narrators of different gender and age, and a control tutorial featuring origami (paper folding) instructions without audio. Learning outcomes were measured by pre-quiz vs. post-quiz comparisons using repeated measures MANOVA. Implicit bias was analyzed by evaluation response comparisons using repeated measures MANOVA and three-way MANOVA. Post-quiz scores increased significantly in the four experimental groups (P < 0.05) but not in the control (P = 0.99). The increased performance was not statistically different across the four experimental groups (P > 0.26), suggesting that learning occurred irrespective of the instructor gender and age. Students' evaluations were consistently higher for the experimental resources than the control. There was no significant difference in evaluations across the four experimental groups but compared to the control, younger male and younger female narrators received significantly higher ratings for approachability, acceptance, inclusivity, and care for student learning. The study highlights important considerations for digital resources development and interpretation of student evaluations.  相似文献   

2.
This study investigated the effectiveness of different types of feedback content (elaborate versus global) and feedback timing (immediate versus delayed) for learning genetics in a web-based learning environment as a function of learners' prior knowledge. It was hypothesized that learning outcomes of students with low prior knowledge would be fostered by immediate elaborate feedback, whereas those of students with more prior knowledge would be enhanced by delayed global feedback. Students' perceptions of the feedback they received were explored. Results showed a significant positive effect of global feedback on learning outcomes for higher prior knowledge learners, although those who received elaborate feedback gave a higher appreciation rating. The findings are discussed in terms of implications for the design and delivery of feedback in web-based learning environments.  相似文献   

3.
The first four levels of Bloom's taxonomy were used to create quiz questions designed to assess student learning of the gross anatomy, histology, and physiology of the gastrointestinal (GI) system. Information on GI histology and physiology was presented to separate samples of medical, dental, and podiatry students in computer based tutorials where the information from the two disciplines was presented either separately or in an integrated fashion. All students were taught GI gross anatomy prior to this study by course faculty as part of the required curriculum of their respective program. Student responses to the quiz questions were analyzed to assess both the validity of Bloom's cumulative hierarchy and the effectiveness of an integrated curriculum. No statistically significant differences were found between quiz scores from students who received the integrated tutorial and from those who received the separate tutorials. Multiple regression analyses provided partial support for a cumulative hierarchy where scores on the lower levels of Bloom's taxonomy predicted scores on higher levels. Notably, in the majority of regression analyses, the comprehension score was the key foundational predictor for application and analysis scores. This study supports the suggestion that educators increase the number of comprehension level questions, even at the expense of knowledge level questions, in course assessments both to evaluate lower order cognitive skills and also as a predictor of success on questions requiring application and analysis levels of the higher order cognitive skills of Bloom's taxonomy. Anat Sci Educ 11: 433–444. © 2018 American Association of Anatomists.  相似文献   

4.
At the Medical College of Wisconsin, a procedure was developed to allow computerized grading and grade reporting of laboratory practical examinations in the Clinical Human Anatomy course. At the start of the course, first year medical students were given four Lists of Structures. On these lists, numbered items were arranged alphabetically; the items were anatomical structures that could be tagged on a given lab practical examination. Each lab exam featured an anatomy laboratory component and a computer laboratory component. For the anatomy lab component, students moved from one question station to another at timed intervals and identified tagged anatomical structures. As students identified a tagged structure, they referred to a copy of the list (provided with their answer sheet) and wrote the number corresponding to the structure on their answer sheet. Immediately after the anatomy lab component, students were escorted to a computer instruction laboratory where they typed their answer numbers into a secured testing component of a learning management system that recorded their answers for automatic grading. After a brief review of examination scores and item analysis by faculty, exam scores were reported to students electronically. Adding this brief computer component to each lab exam greatly reduced faculty grading time, reduced grading errors and provided faster performance feedback for students without changing overall student performance. Anat Sci Ed 1:220–223, 2008. © 2008 American Association of Anatomists.  相似文献   

5.
Three-dimensional virtual technology (3DVT) educational tools and peer-tutoring have proven to be effective teaching strategies in improving student learning outcomes. The purpose of this study was threefold: (1) compare the anatomy academic performance between underrepresented minority (URM) and non-minority (non-URM) students, (2) compare the voluntary use of 3DVT dissection videos and peer-mentoring between these two cohorts, and (3) estimate the association between the use of these teaching strategies on anatomy examinations and course grades at a school of physical therapy. Three-dimensional virtual technology narrated dissection videos and peer-mentoring were made available to all students. Time accessing the video and attending peer-mentoring sessions was measured throughout the course for all students. Three practical and four written examinations and the final course grade were calculated. Numerous one-way ANOVAs were used to compare examination/course grades between student cohorts (URM and non-URM) and usage of the two educational strategies (3DVT and peer-mentoring). Multiple linear regressions were performed with teaching strategies as predictors and grades as outcomes. Underrepresented minority students demonstrated significantly lower practical examination scores (P = 0.04), lower final course grades (P = 0.01), and a greater use of mentorship hours (P = 0.001) compared to non-URM. The regression models with both predictors (3DVT and peer-mentoring) combined demonstrated the greatest association with grades for both URM and non-URM. For both groups of students, the association between predictors and practical examination scores, although fair, was not statistically significant. Peer-mentoring seems to be the most effective teaching strategy in helping URM students succeed in anatomy.  相似文献   

6.
Fast and effective feedback: are model answers the answer?   总被引：1，自引：1，他引：1  
Feedback to students is essential for effective learning, but there is little empirical information on what kind of feedback is best. This study compares student responses and performance after receiving two types of feedback, that provided by model answers and that provided by personal comments. In 2004 and 2005, a total of 183 students in first and honours years biology courses were provided with both types of feedback, and their perceptions and preferences were explored using a questionnaire. The examination marks of 155 students were analysed, comparing scores in questions relating to personal and model feedback given earlier in the course. Questionnaire results showed that a majority of students wanted both kinds of feedback, but that there was a preference for personal over model feedback. However, there were highly significant differences between the mean marks achieved in examinations, with students performing better in model answer questions in both 2004 and 2005. These results suggest that the best approach might be a hybrid one, drawing on the strengths of both kinds of feedback.  相似文献   

7.
The School of Physics at the University of Sydney has introduced voluntary workshop tutorials in large first‐year courses. The tutorials are based on informal cooperative groupings with structured worksheets and short hands‐on activities. In this study we explore the relationship between attendance at the workshop tutorials and student performance in examinations. We show that about 80% of the students attend more than two‐thirds of the voluntary tutorials. Discounting the students who attend very few tutorials, on average, examination marks improve significantly with increased tutorial attendance. In particular, on average, students with poor senior high school scores have significantly better examination marks if they work in the same group for eight or more tutorials than those who do not work in the same groups. There is evidence that the improvement in examination performance is more pronounced in qualitative concept questions, most dramatically again for students who did poorly in senior high school.  相似文献   

8.
Recent work in cognitive psychology has shown that repeatedly testing one's knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about 50 questions each, one for each region of the body, and four about the nervous system, were developed. The quizzes were optional, and no credit was awarded. They were posted online using Blackboard, which provided feedback, and they were very popular. To determine whether the quizzes had any effect on retention, they were given in a controlled setting to 21 future medical and dental students. The weekly quizzes included questions on regional anatomy and an expanded set of questions on the nervous system. Each question about the nervous system was given three times, in a slightly different form each time. The second quiz was given approximately half an hour after the first one, and the third was given one week after the second to assess retention. The quizzes were unpopular, but students showed robust improvement on the questions about the nervous system. The scores increased by almost 9% on the second quiz, with no intervention except viewing the correct answers. The scores were 29% higher on the third quiz than on the first, and there was also a positive correlation between the grades on the quizzes and the final examination. Thus, repeated testing is an effective strategy for learning and retaining information about human anatomy.  相似文献   

9.
The purpose of this study was to investigate how the use of CAI tutorial programs, incorporating advance organizers and involving various sizes of groups of subjects, would affect students' achievement scores, retention scores, and rates of learning. Used as subjects were 100 suburban high school physics students running interactive tutorial physics programs focusing on strobe simulation and displacement-time and velocity-time graphs. For fifty students (experimental group) an advance organizer program preceded each tutorial. The remaining fifty students (control group) had an advance non-organizer program preceding each tutorial. While pursuing the tutorials the students worked individually or together in groups of two, three, or four. Five days were allocated for the students to repeat the four tutorials until 90% competency level was attained. Achievement and retention were measured by individually administered paper-pencil teacher-made tests sampling the content of all four tutorials. Rate of learning was determined for groups by the number of times the first three tutorial programs were executed in order to attain 90% competency. In the two-way analysis of variance the only significant result at the 0.05 level pertained to group size. Results of the Tukey Test revealed that students working in groups of three and four on CAI tutorials had significantly better rates of learning than students working alone. No significant differences in achievement or retention were observed for the various groups. The implications for using CAI tutorials in physics point to grouping students in fours as a time saving and economic method of presenting material without significant loss of achievement or retention.  相似文献   

10.
ABSTRACT

Adaptive tutorials enable engaged, personalised and interactive online learning that includes instant adaptive feedback. By integrating an adaptive tutorial into a large and diverse engineering mathematics course, we explored its potential to support and guide students’ learning from afar. The aim of this study was to assess whether students provided with an adaptive tutorial, could benefit from its use and whether they would engage in and take responsibility for their learning. Comparisons were made between students who did and did not use the tutorial. Quantitative and qualitative data analyses determined the impact of including an adaptive tutorial in a blended learning environment, where 58% of students engaged with the tutorial and 74% of them completed it. Improved confidence and understanding was reported by 98% of the participants. A comparison of examination results indicated that median scores for students who utilised the tutorial were significantly higher than those who did not.  相似文献   

11.
Abstract

The objective of this study is to highlight the potential of video tutorials for learning how to use music editing software as well as students’ perceptions of their use. The project has been developed within a flipped-classroom approach, in which students studied with two types of resources: video tutorials and printed tutorials created ad hoc. Using a quantitative study with a quasi-experimental design, students participating in the project (n = 48) were divided into an experimental group (video tutorials) and a control group (printed tutorials) in order to evaluate the resource used according to: (1) academic results achieved; (2) students’ independence; (3) time spent completing tasks; (4) motivation generated by the resource. The resource used did not result in an improvement of academic performance in those students who used video tutorials. However, there has been an improvement in time invested in the production of scores, students’ autonomy in relation to the teacher and motivation towards the resource used.  相似文献   

12.
Anatomical relationships are challenging concepts for first‐year medical students. The use of progressive drawing, where an image is created from a blank template, has long been utilized for outlining anatomical relationships and continuity from one region to another, and has shown positive outcomes for student learning. More recently, computerized progressive drawing has been introduced; however, challenges, including issues with visual clarity, have been described. In this study, 17 computerized screencasts of drawings covering neurovasculature of the limbs, abdomen, pelvis, head, and neck were created and provided to first‐year medical students at Morehouse School of Medicine. An animated method for drawing was utilized to increase visual clarity. Surveys were provided to 181 first‐year medical students to collect feedback about these screencasts. Sixty percent (n = 108) of students completed at least one survey. Respondents rated all 17 screencasts with a minimum of 4.7/5 for helpfulness in learning the material for course examinations. A majority of students (77.8%) reported viewing the screencasts more than once on at least one survey, and students reported varying methods for utilizing the screencasts. A majority of students provided positive feedback relating to technical quality. Some significant differences in course performance were seen based on screencast usage. The positive responses from students indicate that this is a useful method in medical education. Anat Sci Educ 11: 445–460. © 2018 American Association of Anatomists.  相似文献   

13.
Several studies have shown that the standard error of measurement (SEM) can be used as an additional “safety net” to reduce the frequency of false‐positive or false‐negative student grading classifications. Practical examinations in clinical anatomy are often used as diagnostic tests to admit students to course final examinations. The aim of this study was to explore the diagnostic value of SEM using the likelihood ratio (LR) in establishing decisions about students with practical examination scores at or below the pass/fail cutoff score in a clinical anatomy course. Two hundred sixty‐seven students took three clinical anatomy practical examinations in 2011. The students were asked to identify 40 anatomical structures in images and prosected specimens in the practical examination. Practical examination scores were then divided according to the following cutoff scores: 2, 1 SEM below, and 0, 1, 2 SEM above the pass score. The positive predictive value (+PV) and LR of passing the final examination were estimated for each category to explore the diagnostic value of practical examination scores. The +PV (LR) in the six categories defined by the SEM was 39.1% (0.08), 70.0% (0.30), 88.9% (1.04), 91.7% (1.43), 95.8% (3.00), and 97.8% (5.74), respectively. The LR of categories 2 SEM above/below the pass score generated a moderate/large shift in the pre‐ to post‐test probability of passing. The LR increased the usefulness and practical value of SEM by improving confidence in decisions about the progress of students with borderline scores 2 SEM above/below the pass score in practical examinations in clinical anatomy courses. Anat Sci Educ. © 2013 American Association of Anatomists.  相似文献   

14.
While case-based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case-based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non-native English speakers, suggesting that non-native speakers may be hesitant or reluctant to fully participate in front of peers. While online case-based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that “digital natives” have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies.  相似文献   

15.
In this paper, we discuss the anomaly between the increasing interest in feedback in current education research, the continued role of time-limited, unseen examinations as a form of assessment and the dearth of literature on feedback related to such exams. We argue that while exams have long been regarded as different from other forms of assessment, it is not justifiable to exempt them from the good practice that can, and does, inform these other types of assessment. We suggest a solution to providing timely, effective feedback for end of course examinations is to move the feedback emphasis to ‘feedforward’ by implementing exemplars (examples of real students’ work, generally of different qualities). This study adopts a mixed-methods approach to investigate whether there was a relationship between student use of exemplars before the exam and the final exam grade achieved (n?=?520), and to explore students’ and lecturers’ perspectives about the effectiveness of and engagement with exemplars. Quantitative findings suggested that those students who accessed exemplars did score better in their exams than those that did not. Qualitative data revealed that exemplars were received positively by students and lecturers, and we use this to provide practical suggestions on exemplar good practice.  相似文献   

16.
Bloom's taxonomy was adopted to create a subject‐specific scoring tool for histology multiple‐choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher‐ and student‐generated quiz and examination questions from a graduate level histology course. Multiple‐choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image‐based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher‐generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher‐level Bloom's taxonomy questions differentiate well between higher‐ and lower‐performing students. When examining BTHT scores for MCQs that were written by students in a Multiple‐Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher‐generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher‐level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456–464. © 2017 American Association of Anatomists.  相似文献   

17.
Untimed examinations are popular with students because there is a perception that first impressions may be incorrect, and that difficult questions require more time for reflection. In this report, we tested the hypothesis that timed anatomy practical examinations are inherently more difficult than untimed examinations. Students in the Doctor of Physical Therapy program at Thomas Jefferson University were assessed on their understanding of anatomic relationships using multiple‐choice questions. For the class of 2012 (n = 46), students were allowed to circulate freely among 40 testing stations during the 40‐minute testing session. For the class of 2013 (n = 46), students were required to move sequentially through the 40 testing stations (one minute per item). Students in both years were given three practical examinations covering the back/upper limb, lower limb, and trunk. An identical set of questions was used for both groups of students (untimed and timed examinations). Our results indicate that there is no significant difference between student performance on untimed and timed examinations (final percent scores of 87.3 and 88.9, respectively). This result also held true for students in the top and bottom 20th percentiles of the class. Moreover, time limits did not lead to errors on even the most difficult, higher‐order questions (i.e., items with P‐values < 0.70). Thus, limiting time at testing stations during an anatomy practical examination does not adversely affect student performance. Anat Sci Educ 6: 281–285. © 2013 American Association of Anatomists.  相似文献   

18.
Checklists have been widely used in the aviation industry ever since aircraft operations became more complex than any single pilot could reasonably remember. More recently, checklists have found their way into medicine, where cognitive function can be compromised by stress and fatigue. The use of checklists in medical education has rarely been reported, especially in the basic sciences. We explored whether the use of a checklist in the gross anatomy laboratory would improve learning outcomes, dissection quality, and students' satisfaction in the first-year Human Structure didactic block at Mayo Medical School. During the second half of a seven-week anatomy course, dissection teams were each day given a hardcopy checklist of the structures to be identified during that day's dissection. The first half of the course was considered the control, as students did not receive any checklists to utilize during dissection. The measured outcomes were scored on four practice practical examinations and four dissection quality assessments, two each from the first half (control) and second half of the course. A student satisfaction survey was distributed at the end of the course. Examination and dissection scores were analyzed for correlations between practice practical examination score and checklist use. Our data suggest that a daily hardcopy list of anatomical structures for active use in the gross anatomy laboratory increases practice practical examination scores and dissection quality. Students recommend the use of these checklists in future anatomy courses.  相似文献   

19.
Changes in medical school curricula often require educators to develop teaching strategies that decrease contact hours while maintaining effective pedagogical methods. When faced with this challenge, faculty at the University of Cincinnati College of Medicine converted the majority of in‐person histology laboratory sessions to self‐study modules that utilize multiple audiovisual modalities and a virtual microscope platform. Outcomes related to this shift were investigated through performance on in‐house examinations, results of the United States Medical Licensing Examination® (USMLE®) Step 1 Examination, and student feedback. Medical School College Admissions Test® (MCAT®) scores were used as a covariate when comparing in‐house examinations. Results revealed no significant change in performance on in‐house examinations when the content being assessed was controlled (F(2, 506) = 0.676, P = 0.51). A significant improvement in overall practical examination grade averages was associated with the self‐study modules (F(6, 1164) = 10.213, P < 0.01), but gradual changes in examination content may explain this finding. The histology and cell biology portion of USMLE Step 1 Examination remained consistent throughout the time period that was investigated. Student feedback regarding the self‐study modules was positive and suggested that features such as instructor narrated videos were an important component of the self‐study modules because they helped recreate the experience of in‐person laboratory sessions. Positive outcomes from the student perspective and no drop in examination performance suggests that utilizing self‐study modules for histology laboratory content may be an option for educators faced with the challenge of reducing contact hours without eliminating content. Anat Sci Educ 10: 276–285. © 2016 American Association of Anatomists.  相似文献   

20.
Anatomy educators are being tasked with delivering the same quantity and quality of material in the face of fewer classroom and laboratory hours. As a result they have turned to computer‐aided instruction (CAI) to supplement and augment curriculum delivery. Research on the satisfaction and use of anatomy videos, a form of CAI, on examination performance continues to grow. The purpose of this study was to describe the usage and effect on examination scores of a series of locally produced anatomy videos after an 11% curriculum reduction. First‐year medical students (n = 40) were given access to the videos and the prior year's students (n = 40) were used as historical controls. There was no significant difference in demographics between the two groups. The survey response rate was 85% (n = 34) in the experimental group. The students found the videos to be highly satisfying (median = 5 on a five‐point Likert scale, interquartile range = 1) and used them on average 1.55 times/week (SD ± 0.77). Availability of the videos did have a statistically significant effect (4% improvement) on the final laboratory examination (p = 0.039). This suggests that the videos were a well‐received form of CAI that may be useful in bridging the gap created by a reduction in gross anatomy course contact hours. Anat Sci Educ 7: 273–279. © 2013 American Association of Anatomists.  相似文献   

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