Figure 1. The pre-assessment learning activities and mechanism factors in this study. The constructs were modified from the model by Cilliers et al. [11-13].
Table 1. Reliability of two questionnaires
Table 2. The correlation between pre-assessment learning activities and mechanism factors
Table 3. The multiple regression analysis between pre-assessment learning activities and mechanism factors
Table 4. The differences in the pre-assessment learning activities and mechanism factors for summative assessment between 3rd and 4th year students
Table 5. The differences of the pre-assessment learning activities and mechanism factors between written exam and CPX/OSCE in 3rd and 4th year students
References
- Dochy F, Segers M, Gijbels D, Struyven K. Assessment engineering. In: Boud D, Falchikov N, editors. Rethinking assessment in higher education: learning for the longer term. Oxford: Routledge; 2007. p. 87-100.
- Norcini J, Anderson B, Bollela V, Burch V, Costa MJ, Duvivier R, et al. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 Conference. Med Teach. 2011;33(3):206-14. https://doi.org/10.3109/0142159X.2011.551559
- Gibbs G, Simpson C. Conditions under which assessment supports students' learning. Learn Teach High Educ. 2005;(1):3-31.
- Levant B, Zuckert W, Paolo A. Post-exam feedback with question rationales improves re-test performance of medical students on a multiple-choice exam. Adv Health Sci Educ Theory Pract. 2018;23(5):995-1003. https://doi.org/10.1007/s10459-018-9844-z
- Tekian A, Watling CJ, Roberts TE, Steinert Y, Norcini J. Qualitative and quantitative feedback in the context of competency-based education. Med Teach. 2017;39(12):1245-9. https://doi.org/10.1080/0142159X.2017.1372564
- Lockyer J, Carraccio C, Chan MK, Hart D, Smee S, Touchie C, et al. Core principles of assessment in competency-based medical education. Med Teach. 2017;39(6):609-16. https://doi.org/10.1080/0142159X.2017.1315082
- Roh H, Lee JT, Yoon YS, Rhee BD. Development of a portfolio for competency-based assessment in a clinical clerkship curriculum. Korean J Med Educ. 2015;27(4):321-7. https://doi.org/10.3946/kjme.2015.27.4.321
- Schuwirth LW, van der Vleuten CP. Programmatic assessment: from assessment of learning to assessment for learning. Med Teach. 2011;33(6):478-85. https://doi.org/10.3109/0142159X.2011.565828
- Timmerman AA, Dijkstra J. A practical approach to programmatic assessment design. Adv Health Sci Educ Theory Pract. 2017;22(5):1169-82. https://doi.org/10.1007/s10459-017-9756-3
- Heeneman S, Oudkerk Pool A, Schuwirth LW, van der Vleuten CP, Driessen EW. The impact of programmatic assessment on student learning: theory versus practice. Med Educ. 2015;49(5):487-98. https://doi.org/10.1111/medu.12645
- Cilliers FJ, Schuwirth LW, Adendorff HJ, Herman N, van der Vleuten CP. The mechanism of impact of summative assessment on medical students' learning. Adv Health Sci Educ Theory Pract. 2010;15(5):695-715. https://doi.org/10.1007/s10459-010-9232-9
- Cilliers FJ, Schuwirth LW, van der Vleuten CP. Modelling the preassessment learning effects of assessment: evidence in the validity chain. Med Educ. 2012;46(11):1087-98. https://doi.org/10.1111/j.1365-2923.2012.04334.x
- Cilliers FJ, Schuwirth LW, Herman N, Adendorff HJ, van der Vleuten CP. A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ Theory Pract. 2012;17(1):39-53. https://doi.org/10.1007/s10459-011-9292-5
- Park HK. The impact of introducing the Korean Medical Licensing Examination clinical skills assessment on medical education. J Korean Med Assoc. 2012;55(2):116-23. https://doi.org/10.5124/jkma.2012.55.2.116
- Lafleur A, Laflamme J, Leppink J, Cote L. Task demands in OSCEs influence learning strategies. Teach Learn Med. 2017;29(3):286-95. https://doi.org/10.1080/10401334.2017.1282863