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Educational impact of assessment on medical students' learning at Tehran University of Medical Sciences: a qualitative study.
| Content Provider | Europe PMC |
|---|---|
| Author | Kordestani Moghaddam, Azadeh Khankeh, Hamid Reza Shariati, Mohammad Norcini, John Jalili, Mohammad |
| Copyright Year | 2019 |
| Abstract | ObjectivesIt has been shown that assessment strongly affects students’ performance. A deeper insight needs to be gained into the interplay of assessment and learning. The aim of the current study was to develop a model to explain the educational impact of assessments on students’ learning, before, during and after the test.DesignThis study used semistructured interviews, focus group discussions and observation and collection of field notes. A qualitative methodology using the grounded theory data analysis approach was then used to generate an explanation of the process of how assessment impacts students’ learning.SettingSchool of Medicine, Tehran University of Medical Sciences.ParticipantsParticipants were medical students and teachers with first-hand experience or expertise in assessment as well as their willingness to participate in the study. Fifteen people (eight medical students, seven faculty members) were interviewed. One focus group discussion (with five students) was held.ResultsThe extracted concepts from our study were classified into four main categories. These categories include elements of the assessment programme which affect learning, the mechanism through which they exert their effects, contextual factors and the impact they have on learning. These elements and their interplay occur within an environment with its antecedent characteristics.ConclusionsThis study suggested a model for understanding the elements of the assessment which, within the context, affect learning, the mechanisms through which they impart their effects and the final outcomes obtained. |
| Journal | BMJ Open |
| Volume Number | 9 |
| PubMed Central reference number | PMC6677973 |
| Issue Number | 7 |
| PubMed reference number | 31362972 |
| e-ISSN | 20446055 |
| DOI | 10.1136/bmjopen-2019-031014 |
| Language | English |
| Publisher | BMJ Publishing Group |
| Publisher Date | 2019-07-29 |
| Publisher Place | London |
| Access Restriction | Open |
| Rights License | This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/. © Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. |
| Subject Keyword | educational impact assessment students’ learning qualitative study |
| Content Type | Text |
| Resource Type | Article |
| Subject | Medicine |
