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Medical students’ assessment preferences at King Faisal University, Saudi Arabia
OBJECTIVE: To assess the preferred methods for assessment among medical students at both preclinical and clinical stages of medical education and the possible correlates that promote these preferences. SUBJECTS AND METHODS: All medical students from the third year onwards were surveyed. A self-admin...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Dove Medical Press
2011
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3661244/ https://www.ncbi.nlm.nih.gov/pubmed/23745080 http://dx.doi.org/10.2147/AMEP.S12950 |
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author | Amin, Tarek Tawfik Kaliyadan, Feroze Al-Muhaidib, Nouria Saab |
author_facet | Amin, Tarek Tawfik Kaliyadan, Feroze Al-Muhaidib, Nouria Saab |
author_sort | Amin, Tarek Tawfik |
collection | PubMed |
description | OBJECTIVE: To assess the preferred methods for assessment among medical students at both preclinical and clinical stages of medical education and the possible correlates that promote these preferences. SUBJECTS AND METHODS: All medical students from the third year onwards were surveyed. A self-administered anonymous questionnaire was designed to gather information on the preferred assessment method for course achievement. The preferred methods were also evaluated in relation to cognitive functions. Preference for specific exam format, in the form of multiple choices, short essay questions, or both, and the stated reasons for that preference, was also included in the questionnaire. RESULTS: Out of 310 questionnaires distributed, 238 were returned. Written tests, projects, portfolios, and take home exams were the preferred modes for assessing students’ achievements in a course; oral tests including a viva voce were the least preferred type of assessment. Questions that tested the domains of ‘understanding’ and ‘application’ were the most preferred type while those entailing ‘analysis’ were the least preferred. Multiple choice question format was the most preferred type of question (68.7%) at both pre- and clinical stages. CONCLUSION: Students’ assessments at the College of Medicine, King Faisal University, Saudi Arabia, do not use the full range of cognitive domains. The emphasis on higher domains for medical students’ assessment incorporating critical thinking should increase as the students’ progress through their medical courses. |
format | Online Article Text |
id | pubmed-3661244 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2011 |
publisher | Dove Medical Press |
record_format | MEDLINE/PubMed |
spelling | pubmed-36612442013-06-06 Medical students’ assessment preferences at King Faisal University, Saudi Arabia Amin, Tarek Tawfik Kaliyadan, Feroze Al-Muhaidib, Nouria Saab Adv Med Educ Pract Original Research OBJECTIVE: To assess the preferred methods for assessment among medical students at both preclinical and clinical stages of medical education and the possible correlates that promote these preferences. SUBJECTS AND METHODS: All medical students from the third year onwards were surveyed. A self-administered anonymous questionnaire was designed to gather information on the preferred assessment method for course achievement. The preferred methods were also evaluated in relation to cognitive functions. Preference for specific exam format, in the form of multiple choices, short essay questions, or both, and the stated reasons for that preference, was also included in the questionnaire. RESULTS: Out of 310 questionnaires distributed, 238 were returned. Written tests, projects, portfolios, and take home exams were the preferred modes for assessing students’ achievements in a course; oral tests including a viva voce were the least preferred type of assessment. Questions that tested the domains of ‘understanding’ and ‘application’ were the most preferred type while those entailing ‘analysis’ were the least preferred. Multiple choice question format was the most preferred type of question (68.7%) at both pre- and clinical stages. CONCLUSION: Students’ assessments at the College of Medicine, King Faisal University, Saudi Arabia, do not use the full range of cognitive domains. The emphasis on higher domains for medical students’ assessment incorporating critical thinking should increase as the students’ progress through their medical courses. Dove Medical Press 2011-03-10 /pmc/articles/PMC3661244/ /pubmed/23745080 http://dx.doi.org/10.2147/AMEP.S12950 Text en © 2011 Amin et al, publisher and licensee Dove Medical Press Ltd. This is an Open Access article which permits unrestricted noncommercial use, provided the original work is properly cited. |
spellingShingle | Original Research Amin, Tarek Tawfik Kaliyadan, Feroze Al-Muhaidib, Nouria Saab Medical students’ assessment preferences at King Faisal University, Saudi Arabia |
title | Medical students’ assessment preferences at King Faisal University, Saudi Arabia |
title_full | Medical students’ assessment preferences at King Faisal University, Saudi Arabia |
title_fullStr | Medical students’ assessment preferences at King Faisal University, Saudi Arabia |
title_full_unstemmed | Medical students’ assessment preferences at King Faisal University, Saudi Arabia |
title_short | Medical students’ assessment preferences at King Faisal University, Saudi Arabia |
title_sort | medical students’ assessment preferences at king faisal university, saudi arabia |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3661244/ https://www.ncbi.nlm.nih.gov/pubmed/23745080 http://dx.doi.org/10.2147/AMEP.S12950 |
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