Cargando…

Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum

Background: Effective assessments programs are a challenge in problem-based learning (PBL). One of the main principles of this educational setting is the Formative Assessment (FA). We hypothesized that students’ performance assessed by FA in tutorial sessions in a PBL curriculum is related to other...

Descripción completa

Detalles Bibliográficos
Autores principales:	Couto, Lucélio B., Durand, Marina T., Wolff, Amora C. D., Restini, Carolina B. A., Faria, Milton, Romão, Gustavo Salata, Bestetti, Reinaldo B.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Taylor & Francis 2019
Materias:	Short Communication
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6327919/ https://www.ncbi.nlm.nih.gov/pubmed/31023185 http://dx.doi.org/10.1080/10872981.2018.1560862

Ejemplares similares

Assessment test before the reporting phase of tutorial session in problem-based learning
por: Bestetti, Reinaldo B, et al.
Publicado: (2017)

Cognition Admission Test as Selection Method for Students’ Entry in a PBL Medical Curriculum [Letter]
por: Bestetti, Reinaldo B, et al.
Publicado: (2020)

Contextual considerations in implementing problem-based learning approaches in a Brazilian medical curriculum: the UNAERP experience
por: Bestetti, Reinaldo Bulgarelli, et al.
Publicado: (2014)

University Admission Test Associates with Academic Performance at the End of Medical Course in a PBL Medical Hybrid Curriculum
por: Bestetti, Reinaldo B, et al.
Publicado: (2020)

Brazilian medical students’ perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment
por: Couto, Lucélio B., et al.
Publicado: (2015)

Problem-based learning in primary care at University of Ribeirão Preto (UNAERP) in Brazil
por: Romão, Gustavo Salata, et al.
Publicado: (2018)

Carlos Chagas Discoveries as a Drop Back to Scientific Construction of Chronic Chagas Heart Disease
por: Bestetti, Reinaldo B., et al.
Publicado: (2016)

Development of Anatomophysiologic Knowledge Regarding the Cardiovascular System: From Egyptians to Harvey
por: Bestetti, Reinaldo Bulgarelli, et al.
Publicado: (2014)

Good teacher, good tutor
por: Couto, Lucélio B, et al.
Publicado: (2016)

The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum
por: Addae, Jonas I., et al.
Publicado: (2017)

Self- and peer assessment may not be an accurate measure of PBL tutorial process
por: Machado, José Lúcio Martins, et al.
Publicado: (2008)

Does PBL deliver constructive collaboration for students in interprofessional tutorial groups?
por: Lestari, Endang, et al.
Publicado: (2019)

A Comparison of the Academic Achievement at the End of the Medicine Undergraduate Degree Program Between Students Who Only Used the University Admission Test and Those Who Used the University Admission Test Plus Marks from the High School National Exam (ENEM) at a Single Brazilian Center
por: Bestetti, Reinaldo Bulgarelli, et al.
Publicado: (2023)

To what Extent Would PBL be Best Incorporated into a Pharmacy Curriculum?
por: Vatanpour, Hossein
Publicado: (2012)

Team-based learning (TBL) in the medical curriculum: better than PBL?
por: Burgess, Annette, et al.
Publicado: (2017)

Students’ perceptions of problem based learning tutorial sessions in a system-based hybrid curriculum
por: Lee, Sang Yeoup, et al.
Publicado: (2016)

Students’ perception towards the problem based learning tutorial session in a system-based hybrid curriculum
por: Al-Drees, Abdulmajeed A., et al.
Publicado: (2015)

Facilitators' influence on student PBL small group session online information resource use: a survey
por: Reznich, Christopher B, et al.
Publicado: (2004)

Effect of Detailed OSCE Score Reporting on Learning and Anxiety in Medical School
por: Daniels, Vijay J., et al.
Publicado: (2021)

eOSCE stations live versus remote evaluation and scores variability
por: Bouzid, Donia, et al.
Publicado: (2022)

Introducing integrated laboratory classes in a PBL curriculum: impact on student’s learning and satisfaction
por: Azer, Samy A, et al.
Publicado: (2013)

The use of the CALL Risk Score for predicting mortality in Brazilian heart failure patients
por: Nakazone, Marcelo Arruda, et al.
Publicado: (2020)

Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum
por: Al Kadri, Hanan MF, et al.
Publicado: (2009)

The impact of an integrated PBL curriculum on clinical thinking in undergraduate medical students prior to clinical practice
por: Zhou, Feng, et al.
Publicado: (2023)

Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a PBL Curriculum
por: Kebaetse, Masego B., et al.
Publicado: (2023)

lcsm: An R package and tutorial on latent change score modelling
por: Wiedemann, Milan, et al.
Publicado: (2022)

A model-driven PBL application to support the authoring, delivery, and execution of PBL processes
por: Wang, Disi, et al.
Publicado: (2016)

Developmental cognitive neuroscience using latent change score models: A tutorial and applications
por: Kievit, Rogier A., et al.
Publicado: (2017)

Cardiac resynchronization therapy for patients with chronic systolic heart failure secondary to Chagas cardiomyopathy in the 21(st) century
por: Bestetti, Reinaldo B.
Publicado: (2014)

Psychological assessment before heart transplantation: more hope to candidates in Brazil?
por: Bestetti, Reinaldo B.
Publicado: (2014)

Obstructive Sleep Apnea: A Marker of Cardiac Remodeling in Patients with Chronic Chagas Disease
por: Bestetti, Reinaldo B.
Publicado: (2018)

From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study
por: Wang, Qing, et al.
Publicado: (2016)

Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings
por: Bernard, Aaron W., et al.
Publicado: (2017)

Standardized examinees: development of a new tool to evaluate factors influencing OSCE scores and to train examiners
por: Zimmermann, Petra, et al.
Publicado: (2020)

A randomised controlled pilot trial of the influence of non-native English accents on examiners’ scores in OSCEs
por: Kozato, An, et al.
Publicado: (2020)

Improved clinical communication OSCE scores after simulation-based training: Results of a comparative study
por: Nuzzo, Alexandre, et al.
Publicado: (2020)

Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study
por: Grover, Sarika, et al.
Publicado: (2022)

Does a PBL-based medical curriculum predispose training in specific career paths? A systematic review of the literature
por: Tsigarides, Jordan, et al.
Publicado: (2017)

A tutorial on capturing mental representations through drawing and crowd-sourced scoring
por: Bainbridge, Wilma A.
Publicado: (2021)

Infiltrating the Curriculum: Integrating Medical History with Existing Surgical Pathology Tutorials
por: Teo, Joshua, et al.
Publicado: (2020)

Cannot write session to /tmp/vufind_sessions/sess_vf82fen9rnl5grq76hkar50rsv