“虚实”结合的情境教学法在中医脑病科临床带教中的应用评价

目的:比较情境模拟教学法及虚实结合的情境教学法在脑病科临床带教中的效果。方法:试验组学生随机分成研究组(n=20)与对照组(n=20)。对情境模拟教学法及虚实结合两种教学模式教学效果进行评价,评价方法为两组学生对教学法的评价及对两组学生进行OSCE考核和理论考试。结果:对两组学生在学习兴趣、理论水平、培养医患沟通技巧、临床操作能力、综合处置能力5个方面的评价进行比较,研究组明显优于对照组;教师对学生的评价结果显示研究组学生理论考试成绩及OSCE考核成绩均高于对照组。结论:提示模拟情境结合实际情境训练可明显提高学生的临床综合学习能力。     

The effects of learning–family conflict,perceived control over time and task-fit technology factors on urban–rural high school students’ acceptance of video-based instruction in flipped learning approach

Flipped learning approach combines video-based instruction (VBI) outside the classroom and problem-solving activities inside the classroom. The success of this instructional approach largely depends on students’ acceptance to learn the video presentation at home during pre-classroom activities. However, there are still very scarce insights regarding the evaluation of students’ eagerness to learn VBI. This paper aims to extend UTAUT model by adding learning–family conflict, perceived control over time and task-fit technology factors to investigate urban–rural high school students’ acceptance of VBI in flipped learning approach. 400 randomly selected students from urban and rural senior high school were used for the study. Structured equation modeling and multi-group analysis using t test were employed to analyze the survey data. The results showed that facilitation condition, task-fit technology, perceived control over time, performance expectancy, and learning–family conflict have positive influence on students’ behavioral intention to use VBI. Surprisingly, the t-test analysis indicated significant differences between groups, suggesting that students in the rural schools have low learning–family conflict, high perceived control over time, and high intention to use VBI than urban students. Detailed results and educational implications are discussed.     

Formative assessment of procedural skills: students’ responses to the Objective Structured Clinical Examination and the Integrated Performance Procedural Instrument

Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment – the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through ‘stations’ or ‘scenarios’ undertaking defined tasks. In the IPPI, all tasks are contextualised, requiring students to integrate technical, communication and other professional skills. The aim of this study was to explore students’ responses to these two assessments. Third‐year medical students participated in formative OSCE and IPPI sessions on consecutive days. Although performance data were collected in both assessments, quantitative data are not presented here. Group interviews with students were conducted by independent researchers. Data were analysed thematically. The OSCE and the IPPI were both valued, but for different reasons. Preference for the OSCE reflected the format of the summative assessment. The IPPI was valued for the opportunity to practise patient‐centred care in a simulated setting which integrated technical, communication and other professional skills. We posit that scenario‐based assessments such as the IPPI reflect real‐world issues of patient‐centred care. Although the limitations of this study prevent wide extrapolation, we encourage curriculum developers to consider the influence of assessments on what and how their students learn.     

The weak relationship between anatomy competence and clinical skills in junior medical students

In modern curricula, the early integration of anatomy and clinical skills education at undergraduate level is seen as important. However, the direct relationship between medical students' competence in anatomy, and their clinical proficiency during early undergraduate years, has scarcely been studied. In this study, the marks for anatomy and clinical skills of three consecutive cohorts of medical students (n = 538 in total) during their first two years were correlated. The anatomy competence was measured using a new marker, the Anatomy Competence Score (ACS) which was calculated with equal contributions from theory knowledge and its practical and clinical application. Proficiency in clinical skills was determined by OSCE performance marks for stations which examined physical examination and practical procedural skills. The possible compounding effect of students' general academic ability was investigated by using the overall performance mark for each student based on their performance in all subjects over the first two years of the medical curriculum. We found that the correlation between anatomy and clinical skills marks was weak to moderate. However, this correlation was virtually nullified once the effect of academic ability was accounted for. Although these findings suggest that anatomy education does not compliment early clinical education, the lack of complexity of clinical problems used in clinical skills assessments (OSCEs) during the early stages may well be the primary contributing factor to this finding.     

Stability and Consistency in Secondary Schools’ Effects on Students’ GCSE Outcomes over Three Years∗

This paper reports the results of a UK study investigating the issue of differential school effectiveness. The size of overall school effects versus departmental differences in effects on 16 year old students’ General Certificate in Secondary Education performance are examined, as well as the internal (within school) consistency of departmental effects across six GCSE subject outcomes and the stability of school and departmental effects across three GCSE cohorts (1990‐1992). A value added approach is adopted, controlling for selected student intake measures (such as attainment at secondary transfer). The findings of multilevel analyses suggest that very few schools perform both consistently (across subjects) and with stability (over time). The implications of the results are discussed in relation to the publication and interpretation of schools’ examination results as well as the use of school and departmental effectiveness measures for school self‐evaluation.

     

基于翻转课堂教学模式的OSCE考核成绩分析

目的:分析翻转课堂教学模式下客观结构化临床技能考试(Objective Structured Clinical Examination,OSCE)学生成绩,根据各项操作掌握度情况找出临床技能教学中存在的问题,进而改进教学.方法:在海南医学院2015级临床医学本科的临床技能强化培训中采用翻转课堂教学模式,通过OSCE各站点成绩来评价翻转课堂教学模式下的教学效果.结果:第三站的心肺复苏得分最高,第二站体格检查得分最低;22个项目中掌握优秀的占13.64%,包括眼球运动检查、心肺复苏、语音震颤检查;掌握较差的占22.73%,包括测脉搏,右肺下界移动度检查、简易呼吸器、缝合打结.结论:翻转课堂模式下的OSCE考核成绩处于中等水平,学生对各项技能的掌握不一.在以后的教学中需要有的放矢,针对薄弱环节重点施教,提高技能教学效果.     

探索基于OSCE的渐进式出科考核方法在临床医学教学管理中的应用

临床医学教学的目的是培养具有临床基础知识、临床思维和技能的医师,如何评估和检测培养的人才是否掌握相关的知识和技能尤为重要。出科考核是加强临床教管理、监控临床教学质量的重要方法。该文基于OSCE模式对医学生出科考核方式进行改良,以期客观公正反映学生的能力,以考促学和以考促教,从而实验培养高素质的医学人才。     

The effectiveness of a preparatory students programme on promoting peer acceptance of students with physical disabilities in inclusive schools of Tehran

This study investigates the effectiveness of a preparatory programme on the acceptance of students with physical disabilities by their peers in inclusive schools in Tehran. The classrooms which had students with physical disabilities were included in this study. Two hundred and twenty‐one third‐ to fifth‐grade students (116 girls and 105 boys) were selected randomly and were placed in experimental and control groups. The Acceptance Scale (Form B) established by Voeltz was used to measure peer acceptance. Data were collected from two groups before and after applying the preparatory programme. The data were analysed by t‐test for independent groups and two‐way ANOVA. The results showed increase of acceptance in experimental group. Also in comparing the level of acceptance in girls and boys, the results indicated that the acceptance in girls were more than boys.     

INFLUENCE OF PERCEIVED CONTROL OVER TIME ON COLLEGE STUDENTS' STRESS AND STRESS-RELATED OUTCOMES

Assertions that time management results in less stress, healthier employees, and more effective organizations have received little empirical examination. This study investigates the influence of perceived time management (operationalized as perceived control over time) as a stress coping strategy among college students. Also, the influence of perceived time management on valued student outcomes such as academic performance, problem-solving ability, and health are also investigated. Results from a sample of 164 college students found low levels of stress and high levels of academic performance, problem-solving ability, and health for students that perceived high levels of perceived control over time compared to students who perceived low control over time. Discussion of the study findings, implications, and direction for future research is presented.     

Assessment options in higher education

This article evaluates an initiative to introduce assessment choice within a taught unit on an undergraduate healthcare programme as a means of addressing poor performance, especially for those students diagnosed with dyslexia. Students’ perceptions of the assessment experience were sought via the use of two focus group interviews (n = 16). The article describes the effect the assessment experience had on students’ stress levels, individual learning styles and achievement. Students’ performance improved and statistical analyses indicated parity between the assessment methods offered with similar performance profiles between students with and without dyslexia. The conclusion reached is that while the introduction of assessment options may be time consuming for staff to develop, the benefits of an enhanced student‐centred approach to assessment may be well worth this investment in time. Although a limited study owing to the small sample size, the results should be of interest to those academics who are concerned with assessment and its impact on students’ achievement.     

Teaching early reading skills to non-vocal students with severe learning disabilities using Headsprout Early Reading©

Many students with learning disabilities find it difficult to acquire basic reading skills. This is even more of a challenge for students who are non-vocal. The purpose of the present study was to pilot the use of Headsprout Early Reading© (HER©), an online reading programme, with four non-vocal students with a severe learning disability (SLD), over the course of a nine-week period. Additional table-top activities were designed and implemented to augment the online instruction. None of the students completed the programme. Three students improved their early reading skills over the course of the intervention. Staff members indicated positive experiences of using HER©, especially mentioning how motivated the students were to engage with the programme. HER© for students with SLD requires one-to-one support and a longer implementation period to achieve completion; these have implications for resourcing in special schools. However, HER© shows promise with non-vocal students with learning disabilities and evidence supports the need for larger-scale evaluation research.     

A single-question qualitative bachelor’s programme evaluation

Conventionally, quantitative surveys are used for student evaluations in higher education, but the validity of this practice has been questioned. In the present study, we investigated a qualitative method for evaluating a bachelor’s programme. Forty-one first-year students and twenty-eight third-year students on a bachelor’s programme in Public Administration were asked to answer a single question in relation to their programme: ‘What could have been done in order to support your learning?’ The students provided rich responses of a depth and breadth not attainable through conventional surveys, making this method worthwhile for educational development at the programme level. The responses focused on students’ own learning rather than on judgement of teacher performance. The results indicate that the students underwent a transition from the first to third year, suggesting a shift in needs. For example, first-year students asked for direct interaction, whereas third-year students asked for feedback on accomplishments. Practical applications are discussed.     

Assessing the impact of a university teaching development programme

Four different indicators are used to assess the impact of a year‐long university teaching development programme in an Australian research‐led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do not participate in the programme. Students in the classes of teachers who complete the programme report, on average, higher satisfaction scores than students in the classes of the same teacher before she/he completed the programme. Students in the faculties where the programme is completed by a higher proportion of academic staff report greater change to levels of satisfaction in the quality of their degree over the seven‐year period of the study. The methodology adopted involves several new approaches to evaluation and confirms the need for the use of an evaluation framework and multi‐indicator strategy.     

COMPARISON OF STUDENT PERFORMANCE ON M.D. QUALIFYING AND LICENSING EXAMINATIONS

This study investigated the extent to which an M.D. qualifying examination and a Medical Council of Canada examination produced the same scores, pass levels and educational outcomes. Data from 72 students were analyzed by means of the Rasch latent trait model. The two examinations produced similar results. The findings of this study have important implications for developing diagnostic and screening programmes. With the use of “quality” examinations and latent trait theory, it is possible to place examination results onto a single common scale. This enables a comparison between examinations to determine differences in student abilities, item difficulties, and pass levels. More importantly, the procedure also enables a student's performance to be predicted: this is important in developing an educational programme that will help students pass certifying (for example, M.D. qualifying) or licensing (Medical Council of Canada) examinations. By diagnostic examinations, students’ weaknesses can be identified and appropriate remedial instruction provided. With the employment of screening instruments, students who are highly likely to fail can be identified and appropriately counselled. If the model fits the data, the current technology of latent trait theory promises to improve significantly the accuracy of educational measurement and decision‐making.     

Creating a Progress‐Monitoring System in Reading for Middle‐School Students: Tracking Progress Toward Meeting High‐Stakes Standards

In this study, we examined the reliability and validity of curriculum‐based measures (CBM) in reading for indexing the performance of secondary‐school students. Participants were 236 eighth‐grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1‐, 2‐, and 3‐minute reading aloud and 2‐, 3‐, and 4‐minute maze selection tasks. The relation between performance on the CBMs and the state reading test were examined. Results revealed that both reading aloud and maze selection were reliable and valid predictors of performance on the state standards tests, with validity coefficients above .70. An exploratory follow‐up study was conducted in which the growth curves produced by the reading‐aloud and maze‐selection measures were compared for a subset of 31 students from the original study. For these 31 students, maze selection reflected change over time whereas reading aloud did not. This pattern of results was found for both lower‐ and higher‐performing students. Results suggest that it is important to consider both performance and progress when examining the technical adequacy of CBMs. Implications for the use of measures with secondary‐level students for progress monitoring are discussed.     

Offshore and onsite placement testing for English pathway programmes

English language programmes provide established pathways for international students seeking university admission in countries such as Australia and the United Kingdom. In order to refer international applicants to appropriate levels and durations of English language support prior to matriculation into their main course of study, pathway providers need effective and efficient language assessment tools. This report evaluates the effectiveness of an online vocabulary knowledge test as an index of English proficiency for university English pathway programme applicants (N = 177). The Timed Yes/No (TYN) test measures vocabulary recognition size and speed in a time- and resource-effective format. Test results were correlated with performance on a comprehensive placement test consisting of speaking, writing, reading and listening components. The predictive validity of word recognition accuracy (a proxy for size) and response time (a measure of efficiency) for placement test outcomes were examined independently and in combination. The TYN test scores’ sensitivity at predicting comprehensive placement test scores were assessed using a cut-score analysis resulting in an identification accuracy rate ranging from 76 to 86% for five critical band scores. The potential use of the online vocabulary-screening test for measuring international students’ English language proficiency is discussed in terms of reliability, validity, speed, usability and cost-effectiveness in onsite and offshore testing conditions.     

What is an objective structured practical examination in anatomy?

Assessing teaching‐learning outcomes in anatomical knowledge is a complex task that requires the evaluation of multiple domains: theoretical, practical, and clinical knowledge. In general, theoretical knowledge is tested by a written examination system constituted by multiple choice questions (MCQs) and/or short answer questions (SAQ). The assessment of practical knowledge (three‐dimensional anatomical concepts) involves oral, spot, or objective structured practical examinations (OSPE). Finally, the application of anatomical knowledge to patients is tested mainly through objective structured clinical examinations (OSCE). The major focus of this study is the OSPE. Although many schools challenge students using this tool in practical examinations in the early phase of the curriculum, the true meaning of OSPE is frequently forgotten and it becomes, in reality, a spot examination. This article, for the first time, describes how the concept of the OSPE has evolved and is currently being used to assess the practical domain of anatomical knowledge in a problem‐based curriculum at Alfaisal University College of Medicine. In addition, it describes the main differences from the spot examination, which is normally used in traditional medical curricula. The authors believe that the OSPE remains the most efficient tool to assess the practical aspects of anatomical knowledge in a system where basic knowledge is integrated with the clinical or functional part of anatomy. However, this contention only holds true if the OSPE process revolves around structured objectives. Anat Sci Educ 6: 125–133. © 2012 American Association of Anatomists.     

Integrating Western and Chinese Educational Theories: A Case Study of Implementing a Quality Student Leadership (QSL) Programme in a Secondary School in Hong Kong

Secondary school students have been experiencing stress related to examination and academic performance in Hong Kong: the Special Administrative Region of the Chinese Mainland. The article reports a case study which applied the student empowerment model originated from western societies and the 'Qing' concept of Chinese philosophy to formulate a student Quality Student Leadership (QSL) programme in a secondary school. The programme aimed to reduce the stress of the students and at the same time improve their initiative, leadership, and also the relationship between the students and with the parents and teachers. The results showed that the programme was effective in achieving its objectives.     

Perceptions of instructional quality: impact on acceptance and use of an online learning environment

ABSTRACT

Given the growing use of online learning environments in higher education, it is important to further unravel how students’ use is influenced by their perceptions towards these learning environments. This study includes the perceived quality of the instructional design based on the First Principles of Instruction of Merrill and students’ acceptance based on the constructs perceived usefulness and perceived ease of use of the technology acceptance model (TAM). The aim of this study is twofold: a first aim is to investigate the influence of the perceived instructional quality on students’ acceptance and the second aim is to investigate the impact of students’ acceptance and the perceived instructional quality on the quantity (i.e. course activity) and quality (i.e. course performance) of use. In this study, a Moodle-based online learning environment for learning French as a foreign language was studied. Participants were 161 university students. Structural equation modeling (SEM) indicates that the perceived instructional quality has a significant positive influence on students’ acceptance. Furthermore, students’ perceived instructional quality has a positive influence on the quality, but not on the quantity of use, whereas students’ acceptance of the online learning environment has no impact on the use of the learning environment.     

Academic and diversity consequences of affirmative action in Brazil

Since 2001, Brazilian universities have been implementing affirmative-action policies to correct the racial, social and ethnic disparities in university admissions. An examination of the social-inclusion policies at three public universities in Brazil – the University of Brasilia, the Federal University of Bahia and the State University of Campinas – was undertaken to analyse: (1) the impact of affirmative-action policies on campus diversity, (2) the academic performance of quota and non-quota students and (3) the predictive validity of the college entrance exam as a selection criterion. Using institutional enrolment, course grades in several academic programmes and retention indicators, the study finds that quota students do reasonably well and thus do not diminish the quality of their institutions. Academic performance varies by programme of study but, in general, variation is surprisingly slight. This latter finding suggests that the predictive validity of the college entrance exam is weak.