4.6 Article

Digitizing Scoring Systems With Extended Online Feedback: A Novel Approach to Interactive Teaching and Learning in Formative OSCE

期刊

FRONTIERS IN MEDICINE
卷 8, 期 -, 页码 -

出版社

FRONTIERS MEDIA SA
DOI: 10.3389/fmed.2021.762810

关键词

OSCE; interactive; online; feedback; digitizing scoring

资金

  1. Kaohsiung Chang Gung Memorial Hospital, Chang Gung Medical Foundation, Taiwan, Republic of China [CDRPG 8H0061-62, 8J0021-22, 8L0021]

向作者/读者索取更多资源

This study aimed to explore the factors that affect the perceptions of teachers and students towards an online educational system. The results of principal component analysis showed that extended online feedback had a significant impact on the perceptions of students and raters.
ObjectivesObjective structured clinical examinations (OSCEs) are common for formative assessment. We developed an Online Smart Communicative Education System and aimed to explore the factors that affect the perceptions of both teachers and students for teaching and learning. Methods and AnalysisA two-year cross-sectional cohort study was undertaken. The program includes three parts. Part I Pre-OSCE: an online flipped class in preparation for task-related knowledge and skills. Part II OSCE-day: 10 tasks in one track formative OSCE. Part III Post-OSCE: extended online feedback for participants with further questions after the exam and raters with more feedback after reviewing their performance online. Principal component analysis with varimax rotation was performed to analyze the perceptions of students and teachers to the Online System by means of questionnaires. ResultsSeventy-six pharmacy students (male 32.9%) took the exam and 24 raters (male, 25%) participated in the scoring during the OSCEs. The mean G coefficient was 0.88. Seventy-six questionnaires from the students were obtained for the analysis. Results explained the cumulative variance of 73.9% for component (1) Effects of extended online feedback: 40% and (2) Facilitation of learning: 33.9%. Thirty-nine questionnaires from the raters who experienced the Online System were obtained for the analysis (male 23.1%). Results explained a cumulative variance of 77.3% for component (1) Effects of extended online feedback: 36.6%, (2) Facilitation of scoring and feedback: 24.5%, and (3) Feasibility of online platform: 16.2%, respectively. ConclusionWe demonstrated good reliability for digitizing the scoring system with educational support to facilitate teaching. Effects of extended online feedback was the major aspect in explaining the variance from the perceptions of students and raters by factor analysis. In comparison with traditional formative OSCEs, extended online feedback is a novel approach, which extends the process of learning and teaching among the learners and raters and overcomes the barriers of time limitation and distance.

作者

我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。

评论

主要评分

4.6
评分不足

次要评分

新颖性
-
重要性
-
科学严谨性
-
评价这篇论文

推荐

暂无数据
暂无数据