Literaturnachweis - Detailanzeige
| Autor/inn/en | Hay, Peter J.; Engstrom, Craig; Green, Anita; Friis, Peter; Dickens, Sue; Macdonald, Doune |
|---|---|
| Titel | Promoting Assessment Efficacy through an Integrated System for Online Clinical Assessment of Practical Skills |
| Quelle | In: Assessment & Evaluation in Higher Education, 38 (2013) 5, S.520-535 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2012.658019 |
| Schlagwörter | Medical Students; Student Evaluation; Formative Evaluation; Summative Evaluation; Medical Evaluation; Skill Development; Semi Structured Interviews; Computer Assisted Testing; Video Technology; Electronic Learning; Feedback (Response); Student Experience; Learning Strategies; Medical Education; Foreign Countries; Problem Based Learning; Australia |
| Abstract | This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme. eCAPS was implemented to trial this web-based approach for promoting the efficacy of "practical" skills assessment in knee joint examinations for a pre-clinical cohort of second year medical students. eCAPS involves a progressive organisation of online video experiences and task expectations for formative and summative assessments of selected competencies. Data are presented from semi-structured interviews with the medical students ("N"?=?40). eCAPS successfully supported students' skill development in knee joint examinations on fellow students and allowed remote assessment of candidates' performances by clinicians experienced in musculoskeletal examinations. An "indicative standard" paradigm, involving formative assessment of one randomly selected performance from the submission of all students' responses within a small group, offered an efficient and efficacious avenue for providing consolidated feedback to students and promoted desirable learning behaviours. Overall, there was evidence of reciprocal learning benefits to the "blending" of an online learning and assessment approach with an existing face-to-face environment. The medical students were able to successfully engage online with high quality and consistent practical skill-based materials in a flexible, independent and individual manner. (Contains 2 figures.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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