1
|
Pippitt KA, Moore KB, Lindsley JE, Cariello PF, Smith AG, Formosa T, Moser K, Morton DA, Colbert-Getz JM, Chow CJ. Assessment for Learning with Ungraded and Graded Assessments. MEDICAL SCIENCE EDUCATOR 2022; 32:1045-1054. [PMID: 36276764 PMCID: PMC9584017 DOI: 10.1007/s40670-022-01612-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/25/2022] [Indexed: 06/16/2023]
Abstract
Introduction Assessment for learning has many benefits, but learners will still encounter high-stakes decisions about their performance throughout training. It is unknown if assessment for learning can be promoted with a combination model where scores from some assessments are factored into course grades and scores from other assessments are not used for course grading. Methods At the University of Utah School of Medicine, year 1-2 medical students (MS) completed multiple-choice question quiz assessments and final examinations in six systems-based science courses. Quiz and final examination performance counted toward course grades for MS2017-MS2018. Starting with the MS2020 cohort, quizzes no longer counted toward course grades. Quiz, final examination, and Step 1 scores were compared between ungraded quiz and graded quiz cohorts with independent samples t-tests. Student and faculty feedback was collected. Results Quiz performance was not different for the ungraded and graded cohorts (p = 0.173). Ungraded cohorts scored 4% higher on final examinations than graded cohorts (p ≤ 0.001, d = 0.88). Ungraded cohorts scored above the national average and 11 points higher on Step 1 compared to graded cohorts, who had scored below the national average (p ≤ 0.001, d = 0.64). During the study period, Step 1 scores increased by 2 points nationally. Student feedback was positive, and faculty felt it improved their relationship with students. Discussion The change to ungraded quizzes did not negatively affect final examination or Step 1 performance, suggesting a combination of ungraded and graded assessments can effectively promote assessment for learning.
Collapse
Affiliation(s)
- Karly A. Pippitt
- Department of Family and Preventive Medicine, University of Utah School of Medicine, 317 Chipeta Way, Suite A, Salt Lake City, UT 84108 USA
- Community Faculty, University of Utah School of Medicine, Salt Lake City, UT USA
| | - Kathryn B. Moore
- Department of Neurobiology, University of Utah School of Medicine, Salt Lake City, UT USA
| | - Janet E. Lindsley
- Department of Biochemistry, University of Utah School of Medicine, Salt Lake City, UT USA
- Curriculum University of Utah School of Medicine, Salt Lake City, UT USA
| | - Paloma F. Cariello
- Department of Internal Medicine, University of Utah School of Medicine, Salt Lake City, UT USA
- Health Equity, Diversity, and Inclusion, University of Utah School of Medicine, Salt Lake City, UT USA
| | - Andrew G. Smith
- Department of Pediatrics, University of Utah School of Medicine, Salt Lake City, UT USA
| | - Tim Formosa
- Department of Biochemistry, University of Utah School of Medicine, Salt Lake City, UT USA
| | - Karen Moser
- Department of Pathology, University of Utah School of Medicine, Salt Lake City, UT USA
| | - David A. Morton
- Department of Neurobiology, University of Utah School of Medicine, Salt Lake City, UT USA
| | - Jorie M. Colbert-Getz
- Department of Internal Medicine, University of Utah School of Medicine, Salt Lake City, UT USA
- Education Quality Improvement, University of Utah School of Medicine, Salt Lake City, UT USA
| | - Candace J. Chow
- Department of Internal Medicine, University of Utah School of Medicine, Salt Lake City, UT USA
- Education Research, University of Utah School of Medicine, Salt Lake City, UT USA
| |
Collapse
|
2
|
Carrasco GA, Behling KC, Lopez O. Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure. BMC MEDICAL EDUCATION 2021; 21:521. [PMID: 34607592 PMCID: PMC8491376 DOI: 10.1186/s12909-021-02948-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Accepted: 09/15/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Incentives for preparation and participation in case-based (CBL) and team-based learning (TBL) differ by virtue of differences in assessment, allowing us to evaluate the role these incentives play in preparation and participation in these activities as well as overall course performance. METHODS Weekly TBL and CBL participation and performance as well as performance on the course final examination were recorded. Student participation was quantified and correlated with: (1) CBL preparation, participation, teamwork and completion of learning objectives scores, and (2) TBL individual readiness assurance test (iRAT) scores. RESULTS Student final examination scores (n = 95) were more strongly correlated with TBL than CBL performance. No significant correlation was found between iRAT and CBL scores. Student participation was measured in 3 CBL groups (8 students/group) and 4 TBL teams (6 students/team). TBL participation was more strongly correlated with final examination scores than CBL participation. TBL participation was also correlated with iRAT scores. CBL scores for preparation, participation, teamwork and completion of learning objectives did not significantly correlate with iRAT scores or TBL participation. CONCLUSION These results suggest that the assessment incentives and methods used in TBL result in student performance that better predicts performance on summative examinations.
Collapse
Affiliation(s)
- Gonzalo A Carrasco
- Department of Biomedical Sciences, Cooper Medical School of Rowan University, 401 S. Broadway, Camden, NJ, 08103, USA.
| | - Kathryn C Behling
- Department of Biomedical Sciences, Cooper Medical School of Rowan University, 401 S. Broadway, Camden, NJ, 08103, USA.
| | - Osvaldo Lopez
- Department of Medical Sciences, Hackensack Meridian School of Medicine at Seton Hall University, 340 Kingsland Street, Nutley, NJ, 07110, USA.
- Present Address: Independent researcher, Houston, TX, 77027, USA.
| |
Collapse
|
3
|
Carrasco GA, Behling KC, Gentile M, Fischer BD, Ferraro TN. Effectiveness of a Team-Based Learning exercise in the learning outcomes of a medical pharmacology course: insight from struggling students. Naunyn Schmiedebergs Arch Pharmacol 2021; 394:1941-1948. [PMID: 34097095 DOI: 10.1007/s00210-021-02093-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2020] [Accepted: 04/12/2021] [Indexed: 11/28/2022]
Abstract
We have previously reported that multiple Team-Based Learning (TBL™) exercises in a 4-week pre-clinical medical school course improved final exam performance and significantly reduced the number of course failures. Here, we conducted a long-term study, with eight cohorts of first-year medical students, to determine whether the implementation of a single TBL individual readiness assessment test (iRAT) exercise in a 4-week medical school pharmacology course produces similar effects in overall course performance. We implemented a single TBL iRAT exercise that covered the subjects addressed during one week of the medical pharmacology course, with the four most recent cohorts of students matriculating at Cooper Medical School of Rowan University (n = 403). The first four cohorts matriculating at CMSRU did not participate in the TBL exercises (n = 266). Correlation of individual student TBL iRAT and final examination scores in the medical pharmacology course was compared to a second, unrelated first-year course (physiology) to control for variation in student performance between cohorts. We found that there was a significant moderate correlation between final examination and TBL iRAT scores (r = 0.49, p < 0.01, n = 403). Interestingly this moderate correlation was seen in students performing in the lower 25th percentile on the course final examination (r = 0.41, p < 0.01, n = 101) and negligible in students performing in the upper 25th percentile (r = 0.11, n = 101, p > 0.05). Implementation of the single TBL exercise also significantly reduced variance or range of student final examination performance compared to the group of the first four cohorts. These results suggest that implementation of a single TBL exercise, which covers only one week of content delivered in a 1-month medical pharmacology course, benefits first-year medical students by reducing the disparity in knowledge acquisition among them and providing a means to identify students who may struggle with course content.
Collapse
Affiliation(s)
- Gonzalo A Carrasco
- Department of Biomedical Sciences, Cooper Medical School of Rowan University, 401 S. Broadway, Camden, NJ, 08103, USA.
| | - Kathryn C Behling
- Department of Biomedical Sciences, Cooper Medical School of Rowan University, 401 S. Broadway, Camden, NJ, 08103, USA
| | - Matthew Gentile
- Office of Medical Education, Cooper Medical School of Rowan University, Camden, NJ, USA
| | - Bradford D Fischer
- Department of Biomedical Sciences, Cooper Medical School of Rowan University, 401 S. Broadway, Camden, NJ, 08103, USA
| | - Thomas N Ferraro
- Department of Biomedical Sciences, Cooper Medical School of Rowan University, 401 S. Broadway, Camden, NJ, 08103, USA.
| |
Collapse
|