Search

Your search keyword '"*OPEN-book examinations"' showing total 2 results
Start Over Descriptor "*OPEN-book examinations" Publisher escholarship, university of california
2 results on '"*OPEN-book examinations"'

1. Information overdose: Student performance and perceptions of pharmacology resources on exams

Author

Kruidering‐Hall, Marieke and Tuan, Rupa Lalchandani

Subjects
Pharmacology and Pharmaceutical Sciences, Biomedical and Clinical Sciences, Generic health relevance, Good Health and Well Being, Humans, Educational Measurement, Students, Medical, Surveys and Questionnaires, Drug Overdose, Research Design, assessment, higher education, medical students, open-book examinations, open-ended question, pharmacology flashcards, resource-enhanced exams, Medicinal and Biomolecular Chemistry, Pharmacology and pharmaceutical sciences
Abstract

Physicians of the future will be expected to synthesize new knowledge and appropriately apply it in patient care. Here, we report on the effects of and student attitudes towards resource-enhanced exams by comparing student performance on closed-book exams with or without access to pharmacology flashcards. Setting: the University of California, San Francisco (UCSF) School of Medicine (SOM), class of 2021 (N = 149), followed over 4 years. We provided pharmacology flashcards for studying purposes in all blocks; flashcards were only accessible during closed-book exams in 2 of 5 blocks. We collected pharmacology open-ended question (OEQ) scores and analyzed results using repeated measures ANOVA (SPSS). We collected MS4 survey data using Qualtrics and conducted a thematic content analysis. Performance on pharmacology questions on exams was not higher with access to pharmacology flashcards during exams. The number of students who passed pharmacology questions without flashcards on exams was as follows: 137 ± 3.7, 132 ± 5.0, and 134 ± 7.9 (average ± SEM). The number of students who passed pharmacology questions with flashcards on exams was as follows: 132 ± 6.6 and 120 ± 7.5. Survey comments revealed several themes. Access to pharmacology flashcards during exams allowed learners to focus on understanding the bigger picture and reduced stress. A subset of students reported having access to flashcards on pre-clerkship exams hurt their preparation for clerkships. Flashcards as exam resources were received well by approximately half the class, who reported benefits including more time to focus on understanding bigger picture concepts and reduced stress.

Published
2023

2. Information overdose: Student performance and perceptions of pharmacology resources on exams

Author

Kruidering-Hall, Marieke and Tuan, Rupa Lalchandani

Subjects
pharmacology flashcards, assessment, open-ended question, medical students, Pharmacology and Pharmaceutical Sciences, open-book examinations, Medicinal and Biomolecular Chemistry, resource-enhanced exams, Good Health and Well Being, Research Design, Medical, Surveys and Questionnaires, higher education, Humans, Educational Measurement, Generic health relevance, Drug Overdose, Students
Abstract

Physicians of the future will be expected to synthesize new knowledge and appropriately apply it in patient care. Here, we report on the effects of and student attitudes towards resource-enhanced exams by comparing student performance on closed-book exams with or without access to pharmacology flashcards. Setting: the University of California, San Francisco (UCSF) School of Medicine (SOM), class of 2021 (N = 149), followed over 4 years. We provided pharmacology flashcards for studying purposes in all blocks; flashcards were only accessible during closed-book exams in 2 of 5 blocks. We collected pharmacology open-ended question (OEQ) scores and analyzed results using repeated measures ANOVA (SPSS). We collected MS4 survey data using Qualtrics and conducted a thematic content analysis. Performance on pharmacology questions on exams was not higher with access to pharmacology flashcards during exams. The number of students who passed pharmacology questions without flashcards on exams was as follows: 137 ± 3.7, 132 ± 5.0, and 134 ± 7.9 (average ± SEM). The number of students who passed pharmacology questions with flashcards on exams was as follows: 132 ± 6.6 and 120 ± 7.5. Survey comments revealed several themes. Access to pharmacology flashcards during exams allowed learners to focus on understanding the bigger picture and reduced stress. A subset of students reported having access to flashcards on pre-clerkship exams hurt their preparation for clerkships. Flashcards as exam resources were received well by approximately half the class, who reported benefits including more time to focus on understanding bigger picture concepts and reduced stress.

Published
2023

Catalog

Books, media, physical & digital resources
See catalog results