Exam Performance Research Articles

Enhancing Critical Thinking Skills in Poetry Writing through Nature-Based Learning Method

To improve poetry writing skills, it is necessary to use a variety of strategies that encourage students to think critically and conduct in-depth examination. This strategy can considerably increase their originality and proficiency in poetry writing. The Nature-Based Learning Method is used in this study to improve critical thinking abilities, specifically those related to poetry writing. This quasi-experimental study assesses the impact of specific activities under controlled conditions. To ensure accurate and trustworthy data collection, the study employs a Pretest-Posttest Control Group Design, with a pretest administered prior to treatment and a posttest administered thereafter in both the experimental and control groups. The study included 63 students from Malikussaleh University, chosen by purposive sampling. The major data collection tool was a poetry-writing performance exam. Normality, homogeneity, and hypothesis tests were used during the data analysis. The t-test for students' poetry writing skills yielded a significant value of 0.000 < 0.05, rejecting the null hypothesis (Ho) and accepting the alternative hypothesis (Ha). In the experimental group, the average pretest score for poetry writing skills was 53.38, but it climbed to 80.65 following the intervention. Similarly, the control group's average critical thinking abilities score for poetry writing increased from 48.90 on the pretest to 67.65 on the posttest. These findings imply that by improving critical thinking skills, particularly in writing, students can considerably improve their capacity to write high-quality poetry. This enhancement in critical thinking is believed to boost problem-solving abilities and help to create more refined and compelling poetry compositions.

Maternal Separation Exhibits a Sex Dimorphism in Memory Impairments in Adolescent Rats: Acute Methylphenidate Administration as a Treatment.

Rodents are highly dependent on maternal care after birth. Disturbing mother and pup interactions leads to detrimental alternations for the rat and the mother. Maternal separation (MS) is an accepted model for investigating disruption of mother and pup relationship. In addition to other detrimental effects, MS is a model known to induce permanent changes in learning and memory. Methylphenidate has been effective in memory enhancement in individuals suffering from memory deficits, attention-deficit hyperactive disorder (ADHD), as well as healthy subjects for better performance in exams. In this research, a 21-day separation for 3 h was implemented, and the effects of MS on spatial and passive avoidance learning, and memory were evaluated in the mid-adolescence period of rats, in both males and females. Also, a drug intervention of a high therapeutic dose of 5 mg per kg was used in a five-day period in different control and MS groups. Morris water maze was utilized for spatial learning and memory analysis, and a shuttle box paradigm was used for passive avoidance learning and memory. Through our behavioral tests, we have shown that MS can alter spatial learning and memory in males. On the other hand, females are protected from the detrimental effects of MS on spatial learning and memory. Furthermore, passive avoidance learning was not different among groups, be it male or female. However, in the case of memory evaluation in the passive avoidance test, the male did not exhibit a significant difference in step-through latency. However, maternally separated females had poor performance in the memory phase with shorter step-through latencies. Methylphenidate compensated for the deleterious effects of MS on learning and spatial memory for the male group and passive avoidance memory in the female group at the behavioral level.

P-953. Infection prevention certificate exam performance: ChatGPT 4 vs ChatGPT 3.5

Abstract Background In recent times, AI models were utilized to evaluate competitive examinations such as the US medical licensing examination and clinical case conferences. However, there was limited data on their evaluation in infection control certificate examinations, known for their inclusion of complex questions. In this study, we aimed to assess the performances of ChatGPT-4 and ChatGPT-3.5 models in handling infection control certification examinations, providing insights into their efficacy in infection prevention. Methods This cross-sectional study, conducted by an infectious disease (ID) physician, involved an ENT resident, an ID physician assistant, and a Pharm D student. Questions were sourced from the International infection control certification examination and underwent complexity validation and answer approval by international infection prevention professionals. Each model, ChatGPT-4 and ChatGPT-3.5, received questions separately, and their answers were cross-checked with validated responses by the team. Statistical analysis employed the Chi-square test to assess performance differences. Data were collected in an excel sheet for subsequent analysis. Results In the evaluation of 96 infection control examination questions, ChatGPT-4 outperformed ChatGPT-3.5, achieving an accuracy of 82.3% (79 out of 96 questions answered correctly) compared to ChatGPT-3.5's accuracy of 65.6% (63 out of 96) as shown in table -1 below. Statistical analysis using a Chi-square test confirmed a significant difference between the two models (p < 0.05), highlighting the advancements in ChatGPT-4's capabilities. ChatGPT-4 excelled in contextual comprehension, while ChatGPT-3.5 struggled with adaptability in managing complex queries. Conclusion In this study, ChatGPT-4's accuracy of 82.3% exceeded that of ChatGPT-3.5, which achieved 65.6%. Future research should compare other AI models and analyse each question for contextual understanding to enhance AI models performance in infection prevention. Disclosures All Authors: No reported disclosures

Developing active learning activities for didactic perfusion courses.

In the world of academia, traditional lecturing has been the most common pedagogical approach for centuries. However, it can create an environment for students to be passive learners in the classroom. Alternatively, active learning is a pedagogical approach intended to encourage students to engage with content in manners which have been associated with improved exam performance, final course grades, clinical reasoning skills, and critical thinking skills. Given that perfusion is inherently a profession where didactic information must be applied in practice, the implementation of active learning in didactic courses is worth considering. Although active learning is practiced in perfusion education through participation in simulations and clinical rotations, there are no easily identifiable active learning resources available to supplement didactic perfusion courses. In response, written active learning activities were specifically designed for didactic perfusion courses. The activities were designed based on the format for guided inquiry worksheets, the incorporation of the learning cycle, and the implementation of process oriented guided inquiry learning (POGIL) strategies. Key concepts were identified, learning objectives were specified, and models (figures or tables of data) were created as targets of engagement and analysis. Following each model, questions and prompts are given to guide students through identifying, understanding, and exploring the concepts incorporated in the activity as well as opportunities to apply the newly gained knowledge and understanding. Ten active learning activities have been developed based on the methods summarized above. While the purposes of this paper are to inform the perfusion community of active learning and to share guidelines on how to create active learning activities for didactic perfusion courses, the goals of the activities are to provide examples to perfusion educators and to guide students in understanding basic perfusion concepts in a clinically relevant manner. It is recommended that perfusion students complete these activities alongside their didactic perfusion courses.

Exploring the Correlation of Physiological Stress Signals with Student Exam Performance: A Preliminary Study.

Stress responses in real-world settings are less studied compared to controlled laboratory environments, limiting our understanding of their impact on cognitive performance. This study investigates the relationship between physiological stress signals and academic performance using an open-access dataset of 10 students assessed across three exam sessions (Midterm 1, Midterm 2, and Final Exam). Physiological measures, including electrodermal activity (EDA), heart rate (HR), and skin surface temperature (TEMP), along with exam grades, were analyzed using traditional hypothesis testing, bootstrap method, correlation analysis, and regression tree modeling. To address the small sample size, we validated traditional hypothesis test results with the bootstrap method, and both approaches were compatible. Hypothesis testing revealed no significant differences in physiological measures across exam sessions, supporting the null hypothesis. Grades differed significantly between the final exam and both midterms (p < 0.05). Stress fluctuations were also analyzed across three periods (beginning, middle, and end) for each exam, revealing temporal response variations. Correlation analysis showed a moderate negative relationship between EDA and HR (r = -0.504, p < 0.01) and a weak positive relationship between EDA and TEMP (r = 0.417, p < 0.05), both intensifying during the final exam. Regression analysis explained 78% of the variance in grades (R2 = 0.78), with regression tree modeling identifying lower skin temperature (< 28°C) and higher EDA (≥ 0.19) as predictors of poorer performance. These findings underscore the interplay between physiological stress responses and academic outcomes, emphasizing the need for further research and interventions to support student success.

Teaching Concept Hanover : Digitally integrated teaching for medical students at the University Clinic for Ophthalmology of the Hanover Medical School

Challenges in practice-oriented teaching at university clinics are increasing. A lack of resources contrasts a growing number of students. Digital lectures, seminars, and blended-learning concepts enable resource-efficient and effective teaching in ophthalmology. To implement and evaluate a digital teaching concept combining lectures, seminars, and bedside teaching at the Department of Ophthalmology at Hannover Medical School (MHH). Following the National Competence-Based Learning Objectives Catalogue for Medicine (NKLM), digital theoretical units were combined with practical in-person formats. The concept includes: on-demand digital lectures, a three-day, digitally pre- and post-prepared seminar on basic examination methods, and digitally enhanced bedside teaching. The concept was piloted in a cohort. Student feedback was recorded via the eLearning system and compared with previous evaluations. The concept proved feasible, communicable, and digitally verifiable. Educators were satisfied with student preparation. Learners rated the implementation positively, and ophthalmology improved by 10 ranks in the MHH medical subject rankings. Satisfaction with digital teaching increased significantly. Combining asynchronous digital preparation and review with synchronous bedside teaching and in-person seminars enables resource-efficient and effective teaching. The concept was well-accepted. Further studies are required to evaluate its nationwide implementation and its impact on exam performance.

Comparing performance in a general ophthalmology exam: Artificial intelligence versus ophthalmologists, residents and general practitioners

Comparing performance in a general ophthalmology exam: Artificial intelligence versus ophthalmologists, residents and general practitioners

Association Between Resident In-Service Exam Scores by Postgraduate Year and Subsequent Board Qualifying Exam.

Prior work notes the AUA In-Service Exam (ISE) percentile ranking of chief residents correlates with the American Board of Urology Qualifying Exam (QE) performance. We present a 5-year analysis of resident performance on the ISE and subsequent QE to determine if earlier time points in training may identify those needing additional educational support. Participant ISE scores over a 5-year period from 2014 to 2018 and subsequent QE scores in 2019 were recorded. Pearson's correlation coefficient measured the association between percentage questions correct for each ISE year and QE. Youden Index calculated the optimal cut point for yearly ISE percentage correct that would predict scoring greater than the lowest quartile and decile on the QE. Median percent questions correct on ISE increased over postgraduate year (PGY) 1 (47%), PGY2 (56.5%), and PGY3 (70%) but remained stable thereafter (PGY4-PGY5) at approximately 70%. Median QE percent correct in 2019 was 66% (SD 7.6%). Correlation of percent questions correct between ISE and QE improved from 0.31 to 0.53 over training duration. The lowest decile and quartile percent correct scores on the QE were 56% and 60%, respectively. Percent correct ISE score predicting performance above the lowest decile 2019 QE score increased from 38% in PGY1 to 57% in PGY2 and leveled off after PGY3 (∼70%). Similar observations were noted with lowest quartile QE score. Scoring approximately 70% of questions correct on the ISE during PGY3 and later years was associated with a low risk of failing the QE. Such information provides benchmarks for residency programs to offer targeted educational content for at-risk candidates.

The pursuit of equity and excellence: Advanced placement exam participation and performance by sex and by race/ethnicity, 1996–2022

The pursuit of equity and excellence: Advanced placement exam participation and performance by sex and by race/ethnicity, 1996–2022

Observations of Score Changes Between USMLE Step 1 and Step 2 Among Students of Different Demographic Groups in a Longitudinal Clinical Curriculum.

The transition of the United States Medical Licensing Examination Step 1 to a pass/fail scoring system is reshaping its role in medical students' residency placements. This compels institutions to rethink Step 2 preparation strategies, raising concerns about a clerkship's impact on various student groups. Traditionally, medical schools followed the traditional block rotation model for clerkships, which limits longitudinal learning, and many schools are switching to longitudinal integrated clerkships and longitudinal interleaved clerkships (LInCs). The growth in longitudinal popularity sparks concern for the success of diverse medical student groups as there is minimal research regarding LInC students' USMLE performance. Our study aims to identify which student groups at Kirk Kerkorian School of Medicine at the University of Nevada, Las Vegas (KSOM) saw the greatest improvement in their USMLE Step scores after completing the LInC clerkship model. Utilizing institutional data from KSOM, 145 students from 3 KSOM cohorts' Step 1 and Step 2 3-digit scores and their self-identified demographic information prior to the change in Step 1 grading were categorized by admissions and initial performance factors. Binary groups were created for each variable. Descriptive statistics and t-tests (including Levene's test) gauged score change significance (P < .05) within these groups. Changes were assessed by subtracting Step 1 from Step 2 scores, identifying groups showing significant score improvements after completing the LInC clerkship. Analysis revealed significant score improvements between Step 1 and Step 2 for the following groups: females, students with low socioeconomic status, and students who originally received lower Step 1 scores. This study underscores the significance of gender, socioeconomic status, and prior exam performance in clerkship model development given the changes to Step 1 scoring. Further research should discern whether the observed score changes are attributed to the LInC model or its associated testing model.

Leveraging learning science to improve student outcomes in asynchronous online medical terminology education

ABSTRACT Background Online instruction within higher education is a growing trend. Asynchronous online courses vary widely in design elements. Research is needed to evaluate the impact of course design on student outcomes. A large, asynchronous undergraduate medical terminology course was modified to increase authentic language use, student interaction, formative feedback, retrieval practice, and metacognition. The purposes of this study were to describe modified course design elements and evaluate the impact of modifications on student outcomes compared with a standard course implemented concurrently. Methods This prospective, quasi-experimental study included 494 students (modified course, n = 277; standard course, n = 217). Measures included student participation, performance, course satisfaction, self-efficacy (SE), and engagement. Results Participation in assignments was high (88–94%). Students in both courses experienced growth in SE for medical terminology use. Students in the modified course earned significantly higher course grades and reported higher satisfaction levels. No significant differences in SE or exam scores were found between courses. Marginal significance was found for increased behavioral engagement for students in the modified course. Conclusions Modifications based on language learning and learning science principles were feasible to implement within a large, asynchronous online medical terminology course. Modifications resulted in greater student satisfaction and improved course grades. Exam performance was not significantly different between the modified and standard courses. Future research should focus on modifications preparing students for summative assessments.

When Your Judgment (Mis)Matches Mine: How One’s Self and Others’ Metacognitive Judgments Impact Our Perception of Others

The current study explored whether other people’s judgments about one’s own performance affect one’s perception of them. In two experiments, participants were provided with scenarios of high (e.g., 90%) or low (e.g., 70%) estimations of exam performance from “others” and “themselves”, as compared to a fixed, benchmark performance score (e.g., 80%). Accordingly, there were four conditions varying by other- and self-estimations: high–high, high–low, low–high, and low–low. Participants were asked to choose the one, given a series of all possible pairs of two peers, who they would get along with better; and who they thought noticed/observed them better. Results showed that participants judged that they would get along with the other who overestimated their performance, suggesting that individuals exhibit a preference for others who demonstrate overconfidence in their abilities. However, they ranked the other with matching (to their own) estimations—either overconfident or underconfident—as having noticed/observed them better. These patterns were consistently found in Likert-scale responses. The results indicate that metacognitive judgments need not necessarily be matching when assessing the performance of another to form relationships, and that both the context and the relation between one’s self and other’s judgments play a large role in social perception.

The potential of artificial intelligence models in tourism education: Exam performance and ethical discussions

This study aimed to compare the exam performances of ChatGPT Plus and Google Gemini Advanced in tourism management, tourism marketing, and tourism economics courses with the exam performance of undergraduate students. One hundred fifty students studying at Harran University Faculty of Tourism and completing their education in these three courses were selected and included in the exams with artificial intelligence models. In the exam, 25 questions were created for each course by academicians who are experts in their fields. The results show that ChatGPT has the highest overall accuracy rate and the lowest number of wrong answers. ChatGPT gave 21 correct answers in the tourism economics exam, Google Gemini 18, and students 16.6. In the tourism marketing exam, ChatGPT 19 and Google Gemini 18, students gave 14.9 correct answers. In the tourism management exam, ChatGPT answered 22 questions correctly, Google Gemini answered 14 questions, and students answered 16.3 questions correctly. In addition, the questions were categorised as short, long, easy, medium difficulty, complex questions, negative sentences, and scenario questions. When the results were analysed, ChatGPT was more successful in all categories. Although artificial intelligence language models are more effective than undergraduate students in certain exam conditions, this study underscores the need for further research to optimise and validate the use of these technologies in education. In addition, as a result of the research, it is thought that artificial intelligence language models can play a transformative role in tourism education in the future. An important finding has also emerged that ensuring the ethical and practical use of artificial intelligence technologies in academic settings requires responsible integration, human oversight, and more validation studies.

Integration of point of care ultrasound into undergraduate medical education at Texas Tech University Health Sciences Center school of medicine: a 6 year review

BackgroundPoint-of-care ultrasound (POCUS) education has become an essential component of medical school curricula. Ultrasound represents a highly effective teaching modality to reinforce anatomical knowledge gained during cadaveric dissections. At Texas Tech University Health Sciences Center-School of Medicine (TTUHSC-SOM), POCUS was incorporated into the pre-clerkship curriculum especially during the first year of medical school anatomy course.MethodsPre- and post-ultrasound quizzes and summative exam performance were used to evaluate ultrasound session effectiveness. Post-block survey results were utilized to assess students’ perception of these sessions.ResultsA significant increase in post-quiz scores compared to pre-quiz scores (p < 0.0001) was observed in all three ultrasound sessions. Students ranked the overall experience with ultrasound sessions highly with 86% indicating ultrasound training was valuable in understanding human anatomy. Additionally, 92% indicated being more at ease in acquiring ultrasound images as the block progressed.ConclusionsFirst-year medical students perceived ultrasound training as valuable in enhancing their understanding of human anatomy and became more proficient acquiring ultrasound images as the block progressed. Early introduction of POCUS in the pre-clerkship curriculum helps build foundational knowledge and skills that support students in developing competency in image acquisition and interpretation.

Implications of crib sheets for student well-being and exam performance: a mixed methods study

ABSTRACT Existing research on the use of crib sheets as a study aid spans several decades and provides inconclusive results. Later studies called for further research on the content of crib sheets as well as their application in different disciplines. We respond to these calls with a mixed methods research design based on a sample of business students enrolled in six undergraduate and graduate consumer behavior classes in the UK over a three-year period. First, a content analysis of 168 crib sheets examined salient content and layout features to understand their association with exam performance levels. Then, in-depth, semi-structured interviews were conducted with fourteen students to identify the extent to which crib sheets aided their learning and reduced their exam stress. While developing crib sheets can be a valuable tool for enhancing learning, interviewees perceived crib sheets as both a source of security and a potential stressor, emphasizing the need for a nuanced understanding of the implications of crib sheets on well-being.

Analyzing Patterns in Anesthesiology Residents' Exam Performance Using Data Mining Techniques

Background: Residency is a critical period in the development of medical professionals. It provides hands-on training and exposure to various medical specialties, enabling residents to improve their skills and achieve expertise in their chosen field. Objectives: This study aimed to extract frequent patterns in annual and board examination performance among anesthesiology residents by analyzing results from the department's weekly exams. Methods: This cross-sectional study was conducted in the Department of Anesthesiology, Critical Care, and Pain Medicine (DACCPM) from September 2022 to June 2023. Weekly intra-group exams were administered at the university's electronic exam center for residents in their first to fourth years (CA-1 to CA-4), with a total of 61 participants. Learner grades were categorized as excellent (A), good (B), average (C), poor (D), and inferior (E). The Apriori algorithm was employed to extract frequently repeated patterns in these exams and compare them with results from the final national examination. Results: A total of 24 exams were conducted, with all 61 residents participating. The most frequent patterns, identified with a minimum support of 0.41, revealed that residents generally achieved average scores in exam 7 and very poor scores in exams 1 and 5. The study found a statistically significant relationship between residents’ scores in in-training examinations (ITEs) and their national examination performance. Conclusions: Analyzing residents’ exam performance using frequent pattern recognition can help identify their strengths and weaknesses. Faculty members can utilize these insights to better plan curricula and enhance the quality of education.

Does access to ICTs equally matter for men and women in terms of academic exam performance? The case of middle education in Colombia

This paper analyzes the impact of Information and Communication Technologies (ICT) on the academic performance of students in Colombia, specifically in mathematics and reading. Using data from secondary school students between 2017 and 2019, ICT access is measured through the availability of computers and Internet. The results indicate that access to ict improves mathematics scores by 0.068 standard deviations, while no significant effect is observed in reading. Additionally, having a computer without Internet access does not affect scores. These findings provide relevant insights for policies aimed at reducing the digital divide. No differential effects are found between males and females.

Examining the role of spatial and mathematical processes and gender in postsecondary precalculus

Passing the introductory calculus sequence is critical to undergraduate students’ retention in STEM programs. This study examines the relations between three interrelated processes found to influence mathematics learning and achievement: spatial skills, spatial anxiety, and math anxiety. Additionally, it examines the role of gender on these relations and if and how they help explain precalculus achievement. Findings revealed that spatial skills, spatial anxiety, and gender were linked to math anxiety. Furthermore, spatial anxiety and math anxiety were related to strong final exam performance, but spatial skills and gender were not related to achievement. The presented evidence is in accordance with prior research and corroborates the existence of these relational patterns in a postsecondary academic context in addition to the laboratory context. These findings have broad implications for the development and implementation of efforts aimed at improving postsecondary mathematics outcomes, and subsequent persistence, retention, and representation in STEM programs.

Socioeconomic factors and test preparation strategies are related to success on the USMLE Step 2 clinical knowledge (CK) exam: a single-institution study

BackgroundSince the elimination of numerical scoring of the United States Medical Licensing Examination (USMLE) Step 1, the perceived importance of USMLE Step 2 Clinical Knowledge (CK) scores in residency placement has increased. It is known that socioeconomic status (SES) and other demographic factors can be barriers to success in standardized assessment, but few recent studies report the relationship between student demographics, including SES, with Step 2 CK scores in the context of exam practice material access and usage. In this study, we investigated predictors of Step 2 CK success across two years at one institution.MethodsA survey regarding Step 2 CK exam preparation and demographic factors was administered to two student cohorts at a New York medical school in 2022 and 2023. The cohorts were comprised of all students in a given class year who had taken Step 2 CK. De-identified survey responses were linked to metrics including Step 1, Step 2 CK, shelf exam, and Medical College Admission Test (MCAT) scores.ResultsThe mean Step 2 CK score among the respondents (n = 213) was 254 ± 13. There was a strong positive correlation between Step 2 CK score and composite shelf scores (rho = 0.80, p < 0.01). Almost all participants used the UWorld question-bank to prepare for the exam (98.1%), and completion of more than 2500 unique questions was associated with better exam performance (256 vs. 252, p = 0.04). On bivariate analysis, students had significantly lower mean Step 2 CK scores if they self-identified as socioeconomically disadvantaged (SED) (250 vs. 256, p < 0.01) and self-reported that financial limitations prevented them from purchasing study resources (249 vs. 257, p < 0.01). In adjusted models, there was no longer a relationship between self-identified SED and Step 2 CK score (beta=-3.50, 95% CI (-8.25, 1.26), p = 0.15).ConclusionsThis study provides insight into the relationship between exam performance, study habits, and demographic factors at a single institution where students, on average, performed above the national mean on Step 2 CK. Results support that Step 2 CK scores are modulated by a high composite shelf score, number of unique UWorld questions completed, dedicated study period length, and socioeconomic inequity.Trial registrationStudy registered with our institutional IRB (IRB number 20177537).

Intervención en habilidades de estudio sobre el estrés y la autoeficacia académicos en universitarios de nuevo ingreso

Introduction. Academic stress is a significant issue in higher education and it can be a risk factor for future academic and mental health problems. Programs aimed at reducing academic stress have often focused on psychological interventions (mindfulness, cognitive-behavioral therapy, etc.), while neglecting interventions centered on promoting study and learning skills. High academic self-efficacy is a protective factor against many academic challenges. The aim of this study was to analyze the effectiveness of an intervention based on teaching study skills in reducing academic stress and increasing academic self-efficacy among first-year Nursing students at a Spanish university. Method. A controlled study with pretest and posttest measurements was designed and conducted with a group of 206 first-year Nursing students who completed the University Academic Stress Questionnaire and the General Academic Self-Efficacy Questionnaire. The intervention was divided into three components (Time Management, Study Techniques/Learning Strategies, Exam Preparation), delivered in both group and individual formats. To assess its effectiveness, a mixed-design analysis of variance (ANOVA) was used. Results. The results demonstrated significant improvements in the experimental group, both in academic self-efficacy and in the reduction of stress related to academic overload, studying tasks and exam performance. These effects were sustained throughout their first-year studies. No such improvements were observed in the control group. Discussion or Conclusion. The results and their implications are discussed for the implementation of study skills-based programs in university settings, as well as suggestions for future interventions targeting the reduction of academic stress and the enhancement of academic self-efficacy in university students.