MedEdPublish (2016)最新文献_第10页

Framework for virtual education of COVID-19 vaccines for Mandarin-speaking learners: an educational intervention module 为曼达林学生提供新冠肺炎疫苗虚拟教育的框架：教育干预模块

MedEdPublish (2016)

Pub Date : 2023-03-08 DOI: 10.12688/mep.19207.1

Jici Wang, Benjamin M. Moy, Ross T. Kaufhold, Aurelio Muzaurieta, Yang Xia, Shan Jiang, Angela Yim, Jane Chang Miller, Shiwei Zhou, Pearl Lee, Lisa Hou, Janilla Lee, Michael Heung

Background: In the United States, patients with limited English proficiency face significant barriers to comprehending and acting upon health-related information, particularly during the COVID-19 pandemic. The ability of health professionals to communicate COVID-19-related information to Mandarin-speaking patients has proved critical in discussions about vaccine efficacy, side effects, and post-vaccine protection. Methods: The authors created a one-hour educational module to help Mandarin-speaking medical students better convey COVID-19 vaccine information to Mandarin-only speakers. The module is composed of an educational guide, which introduced key terminology and addressed commonly asked questions, and pre- and post-surveys. The authors recruited 59 Mandarin-speaking medical students all of whom had previously completed a medical Mandarin elective. The module and surveys were distributed and completed in August 2021. Data analysis measured the change in aggregate mean for subjective five-point Likert-scale questions and change in percent accuracy for objective knowledge-based questions. Results: 86.4% of participants were primary English speakers with variable levels of Mandarin proficiency. The educational module significantly improved participants' subjective comfort level in discussing the COVID-19 vaccine in English and Mandarin. The largest improvement in both English and Mandarin was demonstrated in participants' ability to explain differences between the COVID-19 vaccines, with an aggregate mean improvement of 0.39 for English and 1.48 for Mandarin. Survey respondents also demonstrated increased percent accuracy in knowledge-based objective questions in Mandarin. Conclusions: This module provides Mandarin-learning medical students with skills to deliver reliable information to the general population and acts as a model for the continued development of educational modules for multilingual medical professionals.

背景:在美国，英语水平有限的患者在理解与健康相关的信息并采取行动方面面临重大障碍，特别是在COVID-19大流行期间。事实证明，卫生专业人员向讲普通话的患者传达covid -19相关信息的能力在讨论疫苗功效、副作用和疫苗后保护方面至关重要。方法:作者创建了一个一小时的教育模块，帮助讲普通话的医学生更好地向讲普通话的人传达COVID-19疫苗信息。该模块由教育指南组成，介绍了关键术语和解决常见问题，以及前后调查。作者招募了59名说普通话的医科学生，他们之前都完成了医学普通话选修课。该模块和调查于2021年8月分发并完成。数据分析测量了主观五点李克特量表问题的总平均值变化和客观知识基础问题的百分比准确性变化。结果:86.4%的参与者主要以英语为母语，普通话水平不一。教育模块显著提高了参与者用中英文讨论新冠肺炎疫苗的主观舒适度。参与者在解释COVID-19疫苗之间差异的能力方面，英语和普通话的进步最大，英语和普通话的总平均进步为0.39，普通话的总平均进步为1.48。调查对象在以知识为基础的普通话客观问题上的准确率也有所提高。结论:该模块为学习普通话的医学生提供了向一般人群传递可靠信息的技能，并为多语言医学专业人员的教育模块的持续发展提供了典范。

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引用次数: 0

Graduate health professions education programs as they choose to represent themselves: A website review 研究生健康专业教育项目，因为他们选择代表自己:一个网站评论

MedEdPublish (2016)

Pub Date : 2023-03-03 DOI: 10.12688/mep.19498.1

Janse T Schermerhorn, S. Wilcox, Stephen Durning, Joseph A. Costello, Candace Norton, Holly S. Meyer

Introduction: In an age of increasingly face-to-face, blended, and online Health Professions Education, students have more choices of institutions at which to study their degree. For an applicant, oftentimes, the first step is to learn more about a program through its website. Websites allow programs to convey their unique voice and to share their mission and values with others such as applicants, researchers, and academics. Additionally, as the number of health professions education (HPE) programs rapidly grows, websites can share the priorities of these programs. Methods: In this study, we conducted a website review of 158 HPE websites to explore their geographical distributions, missions, educational concentrations, and various programmatic components. Results: We compiled this information and synthesized pertinent aspects, such as program similarities and differences, or highlighted the omission of critical data. Conclusions: Given that websites are often the first point of contact for prospective applicants, curious collaborators, and potential faculty, the digital image of HPE programs matters. We believe our findings demonstrate opportunities for growth within institutions and assist the field in identifying the priorities of HPE programs. As programs begin to shape their websites with more intentionality, they can reflect their relative divergence/convergence compared to other programs as they see fit and, therefore, attract individuals to best match this identity. Periodic reviews of the breadth of programs, such as those undergone here, are necessary to capture diversifying goals, and serves to help advance the field of HPE as a whole.

简介：在一个越来越多的面对面、混合和在线健康专业教育的时代，学生有更多的选择来学习他们的学位。对于申请人来说，通常第一步是通过其网站了解更多关于某个项目的信息。网站允许项目传达他们独特的声音，并与申请人、研究人员和学者等其他人分享他们的使命和价值观。此外，随着卫生专业教育（HPE）项目的数量迅速增长，网站可以分享这些项目的优先事项。方法：在本研究中，我们对158个HPE网站进行了网站审查，以探索它们的地理分布、使命、教育集中度和各种计划组成部分。结果：我们汇编了这些信息，并综合了相关方面，如程序的相似性和差异性，或强调了关键数据的遗漏。结论：鉴于网站通常是潜在申请人、好奇的合作者和潜在教师的第一联系点，HPE项目的数字形象很重要。我们相信，我们的研究结果表明了机构内部的增长机会，并有助于该领域确定HPE项目的优先事项。随着程序开始以更具意向性的方式塑造其网站，它们可以反映出与其他程序相比的相对差异/趋同，从而吸引最符合这种身份的个人。定期审查项目的广度，例如在此进行的审查，对于实现多样化的目标是必要的，并有助于推进整个HPE领域。

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引用次数: 1

Medical student flourishing before and during the COVID-19 pandemic at one U.S. institution. 在 COVID-19 大流行之前和期间，美国一所院校的医科学生蓬勃发展。

MedEdPublish (2016)

Pub Date : 2023-03-03 eCollection Date: 2022-01-01 DOI: 10.12688/mep.19094.2

Margot Kelly-Hedrick, Kayla Iuliano, Sean Tackett, Margaret S Chisolm

Introduction: Medical education research often focuses on measuring negative mental states like burnout, rather than focusing on positive states like well-being. Flourishing - a state that includes domains of happiness and mental health - is a way of thinking about well-being that may be relevant to education and research. The purpose of this prospective, observational study was to compare the relationship among flourishing, other well-being measures, and burnout in medical students via a survey administered at two time points. Methods: We surveyed medical students at one U.S. institution about their flourishing, satisfaction with work-life balance, quality of life, empathic concern, and burnout (emotional exhaustion and depersonalization) before and after the onset of the COVID-19 pandemic. Flourishing was measured using two scores, the Flourish Index (FI) and Secure Flourish Index (SFI), with higher scores indicating greater flourishing. Pre- and post-scores for both measures were compared. Results: 107/585 (18%) medical students responded to the survey and 78/107 (73%) participated in the post survey. At the first time point, respondents reported both a mean FI and SFI 6.7 (SD=1.3); higher levels of flourishing correlated with higher satisfaction with work-life balance (p<.001), higher quality of life (p<.001), and lower levels of burnout (emotional exhaustion p<.001; depersonalization p=.021). SFI scores were higher at the second time point (M=7.1, SD=1.2) than the first (M=6.7, SD=1.3, p=.026). FI, satisfaction with work-life balance, quality of life, empathic concern, and burnout were unchanged at the second time point. Discussion: Like past findings in medical residents, we found medical students' flourishing-as measured by FI and SFI scores-correlated with greater satisfaction with work-life balance, higher quality of life, and lower burnout. In this limited sample, we found flourishing remained largely unchanged after the COVID-19 pandemic onset.

引言医学教育研究通常侧重于衡量倦怠等消极心理状态，而不是关注幸福等积极状态。幸福--一种包括幸福和心理健康领域的状态--是一种思考幸福的方式，可能与教育和研究相关。这项前瞻性观察研究的目的是通过在两个时间点进行调查，比较医学生的幸福感、其他幸福感指标和职业倦怠之间的关系。研究方法在 COVID-19 大流行之前和之后，我们对美国一所院校的医学生进行了调查，了解他们的幸福感、对工作与生活平衡的满意度、生活质量、同理心和职业倦怠（情感衰竭和人格解体）。幸福感是通过幸福感指数（FI）和安全感指数（SFI）这两项得分来衡量的，得分越高表示幸福感越强。对这两项指标的前后得分进行了比较。结果如下107/585（18%）名医学生回复了调查，78/107（73%）名医学生参与了后期调查。在第一个时间点，受访者报告的平均 FI 和 SFI 均为 6.7（SD=1.3）；较高的蓬勃发展水平与较高的工作与生活平衡满意度相关（p 讨论：与过去对住院医师的研究结果一样，我们发现医学生的蓬勃发展（以 FI 和 SFI 分数衡量）与工作-生活平衡满意度的提高、生活质量的提高和职业倦怠的降低相关。在这个有限的样本中，我们发现旺盛度在 COVID-19 大流行发生后基本保持不变。

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引用次数: 0

Successful implementation of Medical Education Faculty Development Project at Saint George University of Beirut in the immediate post triple blow to Beirut 贝鲁特遭受三重打击后，贝鲁特圣乔治大学成功实施医学教育师资发展项目

MedEdPublish (2016)

Pub Date : 2023-02-28 DOI: 10.12688/mep.19519.1

Alexandre Nehme, Rachel Btaiche, M. Jreij, Jizel Jahjah, George Karam, Anne Belcher

Background: The aim of this study is to explore the efficacy of the Faculty Development Program (FDP) implemented at the Saint George University of Beirut-Faculty of Medicine (SGUB FM) under exceptional circumstances as the triple blow to Beirut. Methods: The Faculty Development, directed towards a cohort of 35 faculty members, is composed of two major components: methodology of teaching and techniques of assessment. The Kirkpatrick’s assessment model, in combination with a specifically designed psychological questionnaire, were chosen to assess the effectiveness of the faculty development initiative. Results: Results of the different questionnaires were interpreted individually, then through the lens of the psychological questionnaire. A majority of faculty (55%) were significantly affected psychologically by Beirut’s triple blow and 77% of all participants found the workshops to be of excellent quality (Kirkpatrick’s Level I). Moreover, Kirkpatrick’s level II results yielded a 76% mean percentage of correct answers to post-workshops MCQs and a significant improvement in the mean results of the self-assessment questionnaires, administered before and after each workshop. Results also show that the more a trainee is psychologically affected, the less he/she performs as evidenced by a decrease in the satisfaction rate as well as in the score of the cognitive MCQs and of the self-assessment questionnaires. Conclusions: This study was able to highlight that significant learning can occur amidst exceptional circumstances like the Beirut triple blow and administration should invest in professional growth to retain its faculty.

背景：本研究的目的是探讨贝鲁特圣乔治大学医学院（SGUB FM）在特殊情况下实施的教师发展计划（FDP）对贝鲁特的三重打击的有效性。方法：针对35名教员的教员发展，由两个主要组成部分组成：教学方法和评估技术。选择柯克帕特里克评估模型，结合专门设计的心理问卷，来评估教师发展计划的有效性。结果：分别对不同问卷的结果进行解释，然后通过心理问卷的视角进行解释。大多数教师（55%）在心理上受到贝鲁特三重打击的严重影响，77%的参与者认为研讨会质量上乘（柯克帕特里克一级）。此外，Kirkpatrick的二级结果显示，研讨会后MCQ的平均正确答案率为76%，并且在每次研讨会前后进行的自我评估问卷的平均结果上有了显著改善。结果还表明，受训者受到的心理影响越大，其表现就越差，这可以从满意度以及认知MCQ和自我评估问卷的得分下降中得到证明。结论：这项研究能够强调，在贝鲁特三重打击等特殊情况下，可以进行重要的学习，行政部门应该投资于专业发展，以留住教师。

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引用次数: 0

A hitchhikers' guide to the terminology of accreditation processes for health professionals and institutions. 卫生专业人员和机构认证过程术语指南

MedEdPublish (2016)

Pub Date : 2023-02-27 eCollection Date: 2023-01-01 DOI: 10.12688/mep.19566.1

Nuno Sousa, Andre Santa-Cruz, Antonio Melo, Camila Sousa, Fernanda Marques, Hugo Leite-Almeida, Lucimara Souza, Marco Marangoni, Marcia Raia, Maurilio Santos, Nuno Goncalves, Pedro Morgado, Pedro Souza, Rita Matos Sousa, Sara Gomes, Wilfredo Santos, Beatriz Araújo, Eliana Amaral, Vitor Pereira, Peter Scoles

Accreditation processes for health care professions are designed to ensure that individuals and programs in these fields meet established standards of quality and effectiveness. The accelerating pace of globalization in the health care professions has increased the need for a shared understanding of the vocabulary of evaluation, assessment, and accreditation. The psychometric principles of valid and reliable assessment are commonly accepted, but the terminology is confusing. We believe that all stakeholders - evaluators, faculty, students but also the community - will benefit from a shared language and common set of definitions. We recognize that not all readers will agree with the definitions we propose, but we hope that this guide will help to ensure clarity, consistency, transparency, and fairness, and that it will promote through the stimulation of a debate greater collaboration across national and international boundaries.

卫生保健专业的认证程序旨在确保这些领域的个人和项目符合既定的质量和有效性标准。医疗保健行业全球化步伐的加快增加了对评价、评估和认证词汇的共同理解的需要。心理测量学的有效和可靠的评估原则是普遍接受的，但术语是混乱的。我们相信所有的利益相关者——评估人员、教师、学生以及社区——都将受益于共享的语言和一套共同的定义。我们认识到，并非所有读者都会同意我们提出的定义，但我们希望本指南将有助于确保清晰、一致、透明和公平，并通过激发辩论来促进跨国家和国际边界的更大合作。

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引用次数: 0

Developing an African medical and health professions student regional elective exchange program: approaches and lessons learned 制定非洲医疗和卫生专业学生区域选修交流方案:方法和经验教训

MedEdPublish (2016)

Pub Date : 2023-02-17 DOI: 10.12688/mep.19095.3

Faith Nawagi, Anna Iacone, Justin Seeling, Snigdha Mukherjee

Background: Given the significant gap in International Medical Elective (IME) opportunities for African health professions students, the Educational Commission for Foreign Medical Graduates and the Foundation for Advancement of International Medical Education and Research (ECFMG|FAIMER) launched an African regional elective exchange program through the Global Educational Exchange in Medicine and the Health Professions (GEMx) in 2016. This paper provides an overview of the development of the GEMx program, the pillars of implementation, and lessons learned. Methods: The authors conducted a longitudinal qualitative study utilizing in-depth interviews with institutional leaders, program leaders, and faculty, participant observation through symposia, strategic planning meetings, staff meetings, and document review of the annual progress reports, strategic plans, and newsletter articles, abstracts, and concept notes. Common categories were identified and incorporated into a matrix to create themes. Data were analyzed using the manifest content approach guided by a literature review. Results: The key pillars for implementation of the GEMx Africa regional elective exchange program included: the commitment from African training institutional networks and their member institutions that enabled electives to be offered, the GEMx Charter (multilateral agreement) that enabled reciprocity and diversity of elective opportunities, GEMx web-based application system that enabled the centralization of the application process and real-time feedback on acceptance, GEMx Africa Regional Coordination Center in Kampala, Uganda that lead the development and implementation in Africa, and ECFMG mini-grants that helped defray elective costs. Conclusions: Through the development of multilateral partnerships across the continent, the GEMx regional elective exchange program contributed towards bridging a long-existing gap of inadequate opportunities for African health professions students to enhance their global exposure and strengthen their knowledge and skills. .

背景:鉴于非洲卫生专业学生在国际医学选修(IME)机会方面存在巨大差距，外国医学毕业生教育委员会和国际医学教育与研究促进基金会(ECFMG|FAIMER)于2016年通过全球医学和卫生专业教育交流(GEMx)启动了非洲区域选修交流计划。本文概述了GEMx项目的开发、实施的支柱和经验教训。方法:作者进行了一项纵向定性研究，利用对机构领导人、项目负责人和教职员工的深度访谈，通过专题讨论会、战略规划会议、员工会议、年度进度报告、战略计划、时事通讯文章、摘要和概念笔记的文件审查进行参与者观察。确定了共同的类别并将其纳入矩阵以创建主题。采用文献综述指导下的清单内容法分析数据。结果:GEMx非洲区域选修交流项目实施的主要支柱包括:非洲培训机构网络及其成员机构承诺提供选修课，《GEMx宪章》(多边协议)实现了选修课机会的互惠性和多样性，GEMx基于网络的申请系统实现了申请过程的集中化和接受情况的实时反馈，位于乌干达坎帕拉的GEMx非洲区域协调中心领导了非洲的开发和实施，以及ECFMG帮助支付选举费用的小额赠款。结论:通过在整个非洲大陆发展多边伙伴关系，GEMx区域选修交流方案有助于弥合非洲卫生专业学生长期存在的机会不足的差距，以加强他们的全球接触并加强他们的知识和技能。

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引用次数: 1

The effect of COVID-19 on medical student clinical skill practice and self-perceived proficiency 新冠肺炎疫情对医学生临床技能实践及自我感知熟练程度的影响

MedEdPublish (2016)

Pub Date : 2023-02-08 DOI: 10.12688/mep.19478.1

Leanne Hall, Sophie Binks, Clare Heal

Background: The coronavirus disease 2019 (COVID-19) pandemic significantly impacted medical education. This study aimed to determine how COVID-19 affected students’ opportunity to practice core clinical skills across specialty rotations and their self-perceived proficiency at performing these. Methods: Routinely administered surveys of fifth year medical student’ experiences and perceptions of medical training from 2016 to 2021 were analysed. Number of times core clinical skills were performed and self-perceived proficiency of each skill were compared pre- (years 2016-2019) and during-COVID (years 2020-2021). Results: Data from 219 surveys showed a reduction in the opportunity to perform “a cervical screen test” (p<0.001), “a mental health assessment” (p=0.006), “assess the risk of suicide” (p=0.004) and “bladder catheterisation” (p=0.007) during-COVID. Self-reported skill proficiency was also less during-COVID for performance of: “a mental health assessment” (p=0.026) and “an ECG” (p=0.035). Conclusions: The impact of COVID-19 on mental health skills was greatest, potentially due to a shift toward telehealth services and consequent reduced ability for students to engage in consultations. In a time of potential long-term change in the healthcare landscape, it is imperative to ensure adequate opportunity to practice all core clinical skills during medical training. Inclusion of telehealth earlier into the curriculum may benefit student confidence.

背景:2019冠状病毒病(COVID-19)大流行对医学教育产生了重大影响。本研究旨在确定COVID-19如何影响学生在专业轮转期间实践核心临床技能的机会，以及他们对执行这些技能的自我认知熟练程度。方法:对2016 - 2021年医五年级学生医学培训经历和认知情况进行常规调查分析。比较新冠肺炎前(2016-2019年)和新冠肺炎期间(2020-2021年)核心临床技能的执行次数和各项技能的自我感知熟练程度。结果:219项调查的数据显示，在covid期间，进行“子宫颈筛查”(p<0.001)、“精神健康评估”(p=0.006)、“自杀风险评估”(p=0.004)和“膀胱导尿”(p=0.007)的机会减少了。在“心理健康评估”(p=0.026)和“心电图”(p=0.035)的表现方面，自我报告的技能熟练程度也较低。结论:COVID-19对心理健康技能的影响最大，可能是由于向远程医疗服务的转变以及由此导致的学生参与咨询的能力下降。在医疗保健领域可能发生长期变化的时期，必须确保在医疗培训期间有足够的机会实践所有核心临床技能。将远程保健尽早纳入课程可能有利于学生的信心。

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引用次数: 0

12 tips for introducing e-portfolios in undergraduate medical and dental curriculums 在本科医学和牙科课程中引入电子档案的12个建议

MedEdPublish (2016)

Pub Date : 2023-02-07 DOI: 10.12688/mep.19542.1

Kainat Javed, Mahwish Arooj, Rizwan Ashraf, Nabila Kaukab, R. Khan

It is impossible to overlook the curricular advancements occurring all across the world. The evaluation methods should be revised in addition to the course objectives, programmes, and competences. If courses are evaluated the same way they have been in the past, we will not progress in education. We are on the verge of an educational revolution that will fundamentally alter how we educate and assess students. E-portfolios have now become recognized and valued by everyone in medical education and the workplace, including policymakers. For programmatic assessments, E-portfolios are the best supporting document one can use as a qualitative assessment. It can be used in many ways including career planning, assessment, and for structured feedback. E-Portfolio provides a secured database and then there are numerous ways to use this knowledge. It allows a learner to gather and exhibit proof of their accomplishments and proficiency in order to support the modern techniques of academic assessment. In this article, we suggest 12 tips for putting a portfolio programme for undergraduate students into practice. The suggestions are based on an extensive evaluation of the literature, and the authors' personal experiences helped lay the groundwork for the recommendations.

我们不可能忽视世界各地正在发生的课程进步。除了课程目标、课程和能力外，还应修订评估方法。如果课程的评估方式和过去一样，我们的教育就不会进步。我们正处于一场教育革命的边缘，这场革命将从根本上改变我们教育和评估学生的方式。电子投资组合现在已经得到医学教育和工作场所的每个人的认可和重视，包括政策制定者。对于方案评估而言，电子档案是可以用作定性评估的最佳支持文件。它可以用于多种方式，包括职业规划、评估和结构化反馈。E-Portfolio提供了一个安全的数据库，然后有许多方法可以使用这些知识。它允许学习者收集并展示他们的成就和熟练程度的证据，以支持现代学术评估技术。在这篇文章中，我们提出了12条建议，让本科生的档案袋计划付诸实践。这些建议是基于对文献的广泛评估，作者的个人经历为这些建议奠定了基础。

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引用次数: 1

Hospital residents’ perception of mentorship as influencing clinical leadership: a qualitative study using semi-structured interviews 住院医师对导师制影响临床领导力的认知：一项使用半结构化访谈的定性研究

MedEdPublish (2016)

Pub Date : 2023-02-03 DOI: 10.12688/mep.19364.1

P. mcwalter, A. Alkhenizan, Marium Ahmad

Background: In this study, we explored how doctors in training perceive mentorship and leadership and whether they believed that mentoring influences the development of leadership skills. The study also addressed whether certain leadership styles lend themselves better to mentoring. Methods: A qualitative research method was employed in this study and ethical approval was granted by the Research Ethics Committee (REC) at King Faisal Specialist Hospital and Research Centre (KFSH&RC), after which twelve hospital residents were recruited using purposive sampling. Semi-structured interviews were conducted by the authors and thematic data analysis was performed. Results: Three themes emerged and were later refined, using Braun and Clarke’s 2006 thematic analysis method: 1. Purpose of mentorship, with sub themes: a. Expectations, b. Perception of mentorship as supervision, and c. The role of mentorship, including informal mentoring in leadership development 2. Role of mentorship in leadership development. 3. Perceptions of a leader, with sub-themes: a. The leader as a manager, b. The leader as a role model, and c. The merits of different leadership styles. Discussion: Most of the residents (doctors in training) viewed mentorship in a positive way. However, when the mentor was perceived more as a supervisor, the usefulness of mentoring was less clear. However, they found that informal mentoring would contribute to leadership skills and would inspire them to become leaders themselves. They were likely to be influenced positively when they saw the leader as a role model, rather than a manager.

背景：在这项研究中，我们探讨了接受培训的医生如何看待导师制和领导力，以及他们是否认为导师制会影响领导技能的发展。该研究还探讨了某些领导风格是否更适合指导。方法：本研究采用定性研究方法，并获得费萨尔国王专科医院和研究中心（KFSH&RC）研究伦理委员会（REC）的伦理批准，之后采用有目的的抽样方法招募了12名住院患者。作者进行了半结构化访谈，并进行了专题数据分析。结果：使用Braun和Clarke 2006年的主题分析方法，出现并提炼了三个主题：1。辅导的目的，分主题：a.期望，b.将辅导视为监督，c.辅导的作用，包括非正式辅导在领导力发展中的作用2。导师制在领导力发展中的作用。3.对领导者的看法，分主题：a.领导者是管理者，b.领导者是榜样，c.不同领导风格的优点。讨论：大多数住院医生（接受培训的医生）都以积极的方式看待导师制。然而，当导师更多地被视为导师时，辅导的有用性就不那么明确了。然而，他们发现，非正式辅导将有助于提高领导技能，并激励他们自己成为领导者。当他们将领导者视为榜样而不是管理者时，他们可能会受到积极的影响。

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引用次数: 0

Formative assessments during COVID-19 pandemic: an observational study on performance and experiences of medical students 新冠肺炎大流行期间的形成性评估：医学生表现和经历的观察性研究

MedEdPublish (2016)

Pub Date : 2023-01-30 DOI: 10.12688/mep.19428.1

Vanessa Lavallard, B. Cerutti, Marie-Claude Audétat-Voirol, B. Broers, J. Sader, A. Galetto-Lacour, Stéphane Hausmann, G. Savoldelli, M. Nendaz, M. Escher

Background: Because of COVID-19, the 2020 written medical examinations were replaced by mandatory formative online assessments. This study aimed to determine students’ performance, self-assessment of performance, and perception about the switch from a summative to a formative approach. Methods: Medical students from year 2 to 5 (n=648) were included. They could repeat each test once or twice. They rated their performance after each attempt and were then given their score. Detailed feedback was given at the end of the session. An online survey determined medical students’ perception about the reorganization of education. Two items concerned the switch from summative to formative assessments Results: Formative assessments involved 2385 examinees totaling 3197 attempts. Among examinees, 30.8% made at least 2 attempts. Scores increased significantly at the second attempt (median 9.4, IQR 10.8), and duration decreased (median -31.0, IQR 48.0). More than half of examinees (54.6%) underestimated their score, female students more often than male. Low performers overestimated, while high performers underestimated their scores. Students approved of the switch to formative assessments. Stress was lessened but motivation for learning decreased. Conclusions: Medical students’ better scores at a second attempt support a benefit of detailed feedback, learning time and re-test opportunity on performance. Decreased learning motivation and a minority of students repeating the formative assessments point to the positive influence of summative assessment on learning.

背景：由于新冠肺炎，2020年的书面体检被强制性的形成性在线评估所取代。本研究旨在确定学生的表现、对表现的自我评估，以及对从总结性方法转变为形成性方法的看法。方法：纳入2～5年级医学生（n=648）。他们可以将每个测试重复一到两次。他们在每次尝试后对自己的表现进行评分，然后给出分数。会议结束时提供了详细的反馈意见。一项在线调查确定了医学生对教育重组的看法。结果：形成性评估涉及2385名考生，共3197次尝试。在考生中，30.8%的考生至少进行了2次尝试。第二次尝试时成绩显著提高（中位数9.4，IQR 10.8），持续时间下降（中位数-31.0，IQR 48.0）。超过一半的考生（54.6%）低估了自己的成绩，女生比男生更容易低估自己的成绩。表现较差的人高估了自己的分数，而表现较好的人低估了自己的得分。学生们赞成改为形成性评估。压力减轻了，但学习动机降低了。结论：医学生在第二次尝试中的更好成绩有助于获得详细的反馈、学习时间和重新测试成绩的机会。学习动机的降低和少数学生重复形成性评估表明了终结性评估对学习的积极影响。

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引用次数: 1