Presentation Description
Voraluck Phatarakijnirund
Tim Phetthong, Detchvijit Suwanpakdee, Boonchai Boonyawat, Wirongrong Arunyanart and Nopaorn Phavichitr
Tim Phetthong, Detchvijit Suwanpakdee, Boonchai Boonyawat, Wirongrong Arunyanart and Nopaorn Phavichitr
Background:
The rating scale is a widely used for assessment medical student performance in classroom activity. However, this method might be inaccuracy especially in setting of large group teaching when the teacher usually rates all of the student with the same score. In this study, we developed the structured rating scale using for assessment of fifth-year medical student performance in Case-based learning (CBL) class during Pediatric course.
The rating scale is a widely used for assessment medical student performance in classroom activity. However, this method might be inaccuracy especially in setting of large group teaching when the teacher usually rates all of the student with the same score. In this study, we developed the structured rating scale using for assessment of fifth-year medical student performance in Case-based learning (CBL) class during Pediatric course.
Summary of work:
The new two-step rating scale was developed. In the first part, teachers have to rate the overall group performance in the 5 areas; including team work, class engagement, critical thinking, problem-solving ability and communication skills. In the second part, teachers have to rate the student individually to the level of 1 to 5 according to their performance in class compare to the overall group performance. The full score is 5 and the first and second part gave the 70% and 30% of total score, respectively. The mean + SD score of the new rating scale in each of medical students were compared to score of old rating scale (5 areas of assessment in each individual student) using in the previous year.
The new two-step rating scale was developed. In the first part, teachers have to rate the overall group performance in the 5 areas; including team work, class engagement, critical thinking, problem-solving ability and communication skills. In the second part, teachers have to rate the student individually to the level of 1 to 5 according to their performance in class compare to the overall group performance. The full score is 5 and the first and second part gave the 70% and 30% of total score, respectively. The mean + SD score of the new rating scale in each of medical students were compared to score of old rating scale (5 areas of assessment in each individual student) using in the previous year.
Results:
Score of 198 students from 48 CBL classes were assessed. The mean + SD score of the student using the new 2-step rating scale were significantly different compare to the old rating scale and well correlated with the MCQ examination score. The range of score more than 0.5 (10% of total score) was observe in 58.2% of teachers using new rating scale compare to 0% in old rating scale.
Score of 198 students from 48 CBL classes were assessed. The mean + SD score of the student using the new 2-step rating scale were significantly different compare to the old rating scale and well correlated with the MCQ examination score. The range of score more than 0.5 (10% of total score) was observe in 58.2% of teachers using new rating scale compare to 0% in old rating scale.
Conclusion:
The overall and individual rating scale is an effective assessment method and suitable to use to evaluate medical student performance during CBL class.
The overall and individual rating scale is an effective assessment method and suitable to use to evaluate medical student performance during CBL class.
Take home: Good quality assessment method provides important data to determine the student performance
References (maximum three)
O'Brien CE, Franks AM, Stowe CD. Multiple rubric-based assessments of student case presentations. Am J Pharm Educ. 2008;72(3):58