Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum.

Hanan Mf Al Kadri,Mohamed S Al-Moamary,Cees van der Vleuten

doi:10.1186/1756-0500-2-263

Abstract

Background"Examinations drive students' learning." This statement refers to what is assumed to be one of the strongest relationships in education. We explored in this research how and why students differ in their approaches to learning, how assessment affects deep learning, and which barriers stand in the way of good assessment and learning in the clinical years of a Problem Based Learning (PBL) graduate entry medical curriculum.FindingsMethod: We conducted a qualitative, phenomenological study using semi-structured group interviews with students and semi-structured individual interviews with teachers and students. The transcripts were analyzed, and themes were identified.Setting: The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine, Riyadh, Saudi Arabia from November 2007 to March 2008.Results: A total of 28 students participated in 7 focus group interviews. Semi-structured individual interviews were conducted with 12 teachers and 12 students. The analysis yielded four themes: summative assessment, formative assessment, continuous assessment of clinical attachments, and learning objectives.ConclusionsThe results of this study confirm that assessment affects students' perceptions of learning and how they learn. These effects are not uniformly positive. According to the students, the predominantly summative assessment program offers little inducement to engage in deep learning. They express a clear preference for formative assessment, which may foster a deeper approach to learning. Efforts to achieve more clinically relevant assessment with adequate balance between the various types of assessment are required. Research is needed to decide this balance.

Highlights

The concept that assessment drives learning has been accepted as one of the principles of good assessment practice [1]
The predominantly summative assessment program offers little inducement to engage in deep learning
They express a clear preference for formative assessment, which may foster a deeper approach to learning

Summary

Introduction

The concept that assessment drives learning has been accepted as one of the principles of good assessment practice [1]. BMC Research Notes 2009, 2:263 http://www.biomedcentral.com/1756-0500/2/263 eral authors[3,4]. In examining this relationship, Biggs focused on the concept of constructive alignment [5], advocating an approach to curriculum development that ensures that both teaching and assessment are aligned with the curriculum's stated learning objectives. Some studies have shown that students' approaches to learning and their retention of knowledge differ across a range of assessment methods [4,6]. Gijbels et al [7] found a relationship between the learning environment, assessment demands as perceived by students, and students' approaches to learning; these findings require further clarification. Mattick et al [9] emphasized the importance of understanding the barriers to a deep learning approach as perceived by students

Objectives

Methods

Results

Discussion

Conclusion