Presentation Description
Haydeé Parra Acosta1
Annaliz Tena Hagelsieb1 and José López Loya1
1 Autonomous University of Chihuahua
Annaliz Tena Hagelsieb1 and José López Loya1
1 Autonomous University of Chihuahua
Introduction:
In the face of the emergence of SARS-CoV-2, medical faculties adapted their evaluative methodologies to assess students' academic performance. Competency assessment shifted to the virtual realm, adopting approaches such as summative, formative, and socioformative. The latter not only verifies students' learning but also measures achievement levels in specific competencies and highlights areas for improvement through metacognition, continuous feedback, self-assessment, and peer assessment, facilitating decisions tailored to learning needs (Tobón, 2018; Hernández et al., 2018). Formative and socioformative approaches promote comprehensive, continuous, systematic, participatory, and flexible assessment (Chavira et al., 2022). However, there is limited information on the predominant evaluative strategies during the pandemic and their impact on medical education.
In the face of the emergence of SARS-CoV-2, medical faculties adapted their evaluative methodologies to assess students' academic performance. Competency assessment shifted to the virtual realm, adopting approaches such as summative, formative, and socioformative. The latter not only verifies students' learning but also measures achievement levels in specific competencies and highlights areas for improvement through metacognition, continuous feedback, self-assessment, and peer assessment, facilitating decisions tailored to learning needs (Tobón, 2018; Hernández et al., 2018). Formative and socioformative approaches promote comprehensive, continuous, systematic, participatory, and flexible assessment (Chavira et al., 2022). However, there is limited information on the predominant evaluative strategies during the pandemic and their impact on medical education.
Objective:
To determine which evaluative strategy implemented during the pandemic favors the development of specific medical competencies.
To determine which evaluative strategy implemented during the pandemic favors the development of specific medical competencies.
Methodology:
A cross-sectional quantitative study was conducted. A simple random sample of 240 students (5th to 9th semester) from the Medical Surgeon Degree program at three Mexican universities was selected. A validated instrument (ac = 0.909) comprising 51 items was used. The data were analyzed using SPSS v.25, employing descriptive and comparative statistics with p > .05, and correlation analysis based on Pearson's criteria.
A cross-sectional quantitative study was conducted. A simple random sample of 240 students (5th to 9th semester) from the Medical Surgeon Degree program at three Mexican universities was selected. A validated instrument (ac = 0.909) comprising 51 items was used. The data were analyzed using SPSS v.25, employing descriptive and comparative statistics with p > .05, and correlation analysis based on Pearson's criteria.
Results:
56% indicated that written evaluations on virtual platforms were the most common strategy during the pandemic. 41% mentioned the frequent use of rubrics, and 42% highlighted sporadic use of the Objective Structured Clinical Examination (OSCE). Only 29% reported occasional self-assessments and peer assessments. 8th-semester students valued socioformative rubrics more for competency development. A moderate positive correlation (r > 0.50) was found between the OSCE with virtual simulation, socioformative rubrics, and feedback in relation to competency development, despite being less utilized strategies.
56% indicated that written evaluations on virtual platforms were the most common strategy during the pandemic. 41% mentioned the frequent use of rubrics, and 42% highlighted sporadic use of the Objective Structured Clinical Examination (OSCE). Only 29% reported occasional self-assessments and peer assessments. 8th-semester students valued socioformative rubrics more for competency development. A moderate positive correlation (r > 0.50) was found between the OSCE with virtual simulation, socioformative rubrics, and feedback in relation to competency development, despite being less utilized strategies.
Take home message:
Socioformative evaluation enhances competency development by identifying achievements and areas for improvement. It is crucial to enhance online OSCE assessment and integrate socioformative rubrics.
References (maximum three)
Chavira, J. A. P., Acosta, H. P., López, A. G., Loya, J. L., Sánchez, C. R. C., & Acosta, A. K. N. (2022). The Socioformative Rubrics in the OSCE to Assess the Level of Achievement of the Competencies Comprising the Profile of the Physician Graduate. Educación Médica, 23(3), 100740. https://www.sciencedirect.com/science/article/pii/S1575181322000328
Hernández Mosqueda, J. S., Tobón Tobón, S., Ortega Carbajal, M. F., & Ramírez Cuevas, A. M. (2018). Socioformative Evaluation in Online Training Processes Through Formative Projects. Educar, 54(1), 147-163. https://ddd.uab.cat/record/184664
Tobón, S. (2018). 1.7 Socioformative Evaluation Methodology. Socioformative Evaluation, 32. https://cife.edu.mx/recursos/wp-content/uploads/2018/08/Libro-evaluaci%C3%B3n- socioformativa-4.0.pdf#page=32