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Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students

Background: Take home, or open-book, examinations (OBE) are designed to be completed at a location of student choice, whilst providing comprehensive assessment of learning outcomes. Supporters of OBE refer to their authenticity, in that they reflect real-world practice where use of external resource...

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Autores principales: Gartshore, Laura, Jellicoe, Mark, Bowles, Joanne, Burnside, Girvan, Dawson, Luke J., Bissell, Vince
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9689468/
https://www.ncbi.nlm.nih.gov/pubmed/36354645
http://dx.doi.org/10.3390/dj10110200
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author Gartshore, Laura
Jellicoe, Mark
Bowles, Joanne
Burnside, Girvan
Dawson, Luke J.
Bissell, Vince
author_facet Gartshore, Laura
Jellicoe, Mark
Bowles, Joanne
Burnside, Girvan
Dawson, Luke J.
Bissell, Vince
author_sort Gartshore, Laura
collection PubMed
description Background: Take home, or open-book, examinations (OBE) are designed to be completed at a location of student choice, whilst providing comprehensive assessment of learning outcomes. Supporters of OBE refer to their authenticity, in that they reflect real-world practice where use of external resources is routine and encouraged. A contrasting view is that efficient practice requires a solid base of knowledge upon which to draw. The aim of this evaluation was to elicit learners’ perceptions of the open-book, unproctored examination approach; we sought student views on authenticity, assessment preparation, use of resources, and anxiety. Methods: Quantitative and qualitative data were gathered using an online, self-administered survey. We sought to determine the correlation between student views and examination performance via consideration of final examination marks. Results: Heightened anxiety levels tended to increase assessment preparations and were found to be inversely related to learners’ perceptions that the OBE was an authentic test. An inverse relationship was seen between learners’ OBE examination performance and consulting resources during the examination. Examination marks were not significantly related to endorsement of continued online delivery of learning, time spent preparing for OBE in comparison to other types of assessment, greater anxiety than usual, perceptions of test authenticity, or experiencing a supportive test environment. Conclusions: The results of this study may inform curriculum and assessment development, learning and teaching practices, and support student voice and experience.
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spelling pubmed-96894682022-11-25 Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students Gartshore, Laura Jellicoe, Mark Bowles, Joanne Burnside, Girvan Dawson, Luke J. Bissell, Vince Dent J (Basel) Article Background: Take home, or open-book, examinations (OBE) are designed to be completed at a location of student choice, whilst providing comprehensive assessment of learning outcomes. Supporters of OBE refer to their authenticity, in that they reflect real-world practice where use of external resources is routine and encouraged. A contrasting view is that efficient practice requires a solid base of knowledge upon which to draw. The aim of this evaluation was to elicit learners’ perceptions of the open-book, unproctored examination approach; we sought student views on authenticity, assessment preparation, use of resources, and anxiety. Methods: Quantitative and qualitative data were gathered using an online, self-administered survey. We sought to determine the correlation between student views and examination performance via consideration of final examination marks. Results: Heightened anxiety levels tended to increase assessment preparations and were found to be inversely related to learners’ perceptions that the OBE was an authentic test. An inverse relationship was seen between learners’ OBE examination performance and consulting resources during the examination. Examination marks were not significantly related to endorsement of continued online delivery of learning, time spent preparing for OBE in comparison to other types of assessment, greater anxiety than usual, perceptions of test authenticity, or experiencing a supportive test environment. Conclusions: The results of this study may inform curriculum and assessment development, learning and teaching practices, and support student voice and experience. MDPI 2022-10-25 /pmc/articles/PMC9689468/ /pubmed/36354645 http://dx.doi.org/10.3390/dj10110200 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Gartshore, Laura
Jellicoe, Mark
Bowles, Joanne
Burnside, Girvan
Dawson, Luke J.
Bissell, Vince
Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students
title Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students
title_full Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students
title_fullStr Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students
title_full_unstemmed Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students
title_short Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students
title_sort online unproctored clinical examinations: the perceptions and performance of final year dental students
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9689468/
https://www.ncbi.nlm.nih.gov/pubmed/36354645
http://dx.doi.org/10.3390/dj10110200
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