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Introducing a reward system in assessment in histology: A comment on the learning strategies it might engender

BACKGROUND: Assessment, as an inextricable component of the curriculum, is an important factor influencing student approaches to learning. If assessment is to drive learning, then it must assess the desired outcomes. In an effort to alleviate some of the anxiety associated with a traditional discipl...

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Autor principal: McLean, Michelle
Formato: Texto
Lenguaje:English
Publicado: BioMed Central 2001
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC61030/
https://www.ncbi.nlm.nih.gov/pubmed/11741511
http://dx.doi.org/10.1186/1472-6920-1-7
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author McLean, Michelle
author_facet McLean, Michelle
author_sort McLean, Michelle
collection PubMed
description BACKGROUND: Assessment, as an inextricable component of the curriculum, is an important factor influencing student approaches to learning. If assessment is to drive learning, then it must assess the desired outcomes. In an effort to alleviate some of the anxiety associated with a traditional discipline-based second year of medical studies, a bonus system was introduced into the Histology assessment. Students obtaining a year mark of 70% were rewarded with full marks for some tests, resulting in many requiring only a few percentage points in the final examination to pass Histology. METHODS: In order to ascertain whether this bonus system might be impacting positively on student learning, thirty-two second year medical students (non-randomly selected, representing four academic groups based on their mid-year results) were interviewed in 1997 and, in 1999, the entire second year class completed a questionnaire (n = 189). Both groups were asked their opinions of the bonus system. RESULTS: Both groups overwhelming voted in favour of the bonus system, despite less than 45% of students failing to achieve it. Students commented that it relieved some of the stress of the year-end examinations, and was generally motivating with regard to their work commitment. CONCLUSIONS: Being satisfied with how and what we assess in Histology, we are of the opinion that this reward system may contribute to engendering appropriate learning approaches (i.e. for understanding) in students. As a result of its apparent positive influence on learning and attitudes towards learning, this bonus system will continue to operate until the traditional programme is phased out. It is hoped that other educators, believing that their assessment is a reflection of the intended outcomes, might recognise merit in rewarding students for consistent achievement.
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spelling pubmed-610302001-12-20 Introducing a reward system in assessment in histology: A comment on the learning strategies it might engender McLean, Michelle BMC Med Educ Research Article BACKGROUND: Assessment, as an inextricable component of the curriculum, is an important factor influencing student approaches to learning. If assessment is to drive learning, then it must assess the desired outcomes. In an effort to alleviate some of the anxiety associated with a traditional discipline-based second year of medical studies, a bonus system was introduced into the Histology assessment. Students obtaining a year mark of 70% were rewarded with full marks for some tests, resulting in many requiring only a few percentage points in the final examination to pass Histology. METHODS: In order to ascertain whether this bonus system might be impacting positively on student learning, thirty-two second year medical students (non-randomly selected, representing four academic groups based on their mid-year results) were interviewed in 1997 and, in 1999, the entire second year class completed a questionnaire (n = 189). Both groups were asked their opinions of the bonus system. RESULTS: Both groups overwhelming voted in favour of the bonus system, despite less than 45% of students failing to achieve it. Students commented that it relieved some of the stress of the year-end examinations, and was generally motivating with regard to their work commitment. CONCLUSIONS: Being satisfied with how and what we assess in Histology, we are of the opinion that this reward system may contribute to engendering appropriate learning approaches (i.e. for understanding) in students. As a result of its apparent positive influence on learning and attitudes towards learning, this bonus system will continue to operate until the traditional programme is phased out. It is hoped that other educators, believing that their assessment is a reflection of the intended outcomes, might recognise merit in rewarding students for consistent achievement. BioMed Central 2001-11-26 /pmc/articles/PMC61030/ /pubmed/11741511 http://dx.doi.org/10.1186/1472-6920-1-7 Text en Copyright © 2001 McLean; licensee BioMed Central Ltd. This is an Open Access article: verbatim copying and redistribution of this article are permitted in all media for any purpose, provided this notice is preserved along with the article's original URL.
spellingShingle Research Article
McLean, Michelle
Introducing a reward system in assessment in histology: A comment on the learning strategies it might engender
title Introducing a reward system in assessment in histology: A comment on the learning strategies it might engender
title_full Introducing a reward system in assessment in histology: A comment on the learning strategies it might engender
title_fullStr Introducing a reward system in assessment in histology: A comment on the learning strategies it might engender
title_full_unstemmed Introducing a reward system in assessment in histology: A comment on the learning strategies it might engender
title_short Introducing a reward system in assessment in histology: A comment on the learning strategies it might engender
title_sort introducing a reward system in assessment in histology: a comment on the learning strategies it might engender
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC61030/
https://www.ncbi.nlm.nih.gov/pubmed/11741511
http://dx.doi.org/10.1186/1472-6920-1-7
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