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Presentation Description
Issarawan Keadkraichaiwat1
Chantacha Sitticharoon1, Punyapat Maprapho2, Nisa Jangboon3, Nadda Wannarat3 and Varanya Srisomsak1
1 Department of Physiology, Faculty of Medicine Siriraj Hospital, Mahidol University
2 Siriraj Health science Education Excellence center, Faculty of Medicine Siriraj Hospital, Mahidol University
3 Education department, Faculty of Medicine Siriraj Hospital, Mahidol University
Chantacha Sitticharoon1, Punyapat Maprapho2, Nisa Jangboon3, Nadda Wannarat3 and Varanya Srisomsak1
1 Department of Physiology, Faculty of Medicine Siriraj Hospital, Mahidol University
2 Siriraj Health science Education Excellence center, Faculty of Medicine Siriraj Hospital, Mahidol University
3 Education department, Faculty of Medicine Siriraj Hospital, Mahidol University
Background:
The 2021 Doctor of Medicine curriculum underwent extensive revisions, including specific Course Learning Outcomes (CLOs) design, a shift from compensatory to non-compensatory evaluation, and grading to non-grading evaluation as Outstanding-"O", Satisfactory-"S", and Unsatisfactory-"U". Each CLO assessment allowed unlimited attempts.
The 2021 Doctor of Medicine curriculum underwent extensive revisions, including specific Course Learning Outcomes (CLOs) design, a shift from compensatory to non-compensatory evaluation, and grading to non-grading evaluation as Outstanding-"O", Satisfactory-"S", and Unsatisfactory-"U". Each CLO assessment allowed unlimited attempts.
Summary of Work:
This study analyzed data on CLO behaviors and academic performance of first-year medical students, academic year 2021 (n=320), to define the appropriate attempt number for each CLO.
This study analyzed data on CLO behaviors and academic performance of first-year medical students, academic year 2021 (n=320), to define the appropriate attempt number for each CLO.
Results:
For each CLO, mean and median attempts were 2.6-14.9 and 2-8 for total attempts, 2.1-7.6 and 2-7 for intentional attempts, 1.44-4.61 and 1-3 for the first-pass attempt, and 0.85- 2.95 and 0-1 for additional attempts after passing. Highest-scoring attempts ranged from 1.98- 6.84 (mean) and 2-5 (median). "O" students excelled with fewer total CLO attempts than "S"/"U", and "S" students attempted fewer than "U". Summative scores positively correlated with CLO scores, intentional attempts, attempts passing each CLO, and additional attempts but negatively correlated with total attempts and the first-pass attempt.
For each CLO, mean and median attempts were 2.6-14.9 and 2-8 for total attempts, 2.1-7.6 and 2-7 for intentional attempts, 1.44-4.61 and 1-3 for the first-pass attempt, and 0.85- 2.95 and 0-1 for additional attempts after passing. Highest-scoring attempts ranged from 1.98- 6.84 (mean) and 2-5 (median). "O" students excelled with fewer total CLO attempts than "S"/"U", and "S" students attempted fewer than "U". Summative scores positively correlated with CLO scores, intentional attempts, attempts passing each CLO, and additional attempts but negatively correlated with total attempts and the first-pass attempt.
Discussion:
Students attempted CLOs multiple times, reflecting their commitment to mastery. "O" students achieved higher scores with fewer total attempts compared to "S" and/or "U" students and also "S" compared to "U" students. Summative scores correlated positively with CLO performance and attempts passing each CLO, suggesting that high formative performance predicted good summative outcomes. However, negative correlations with total attempts and first-pass attempts call for optimizing learning strategies.
Students attempted CLOs multiple times, reflecting their commitment to mastery. "O" students achieved higher scores with fewer total attempts compared to "S" and/or "U" students and also "S" compared to "U" students. Summative scores correlated positively with CLO performance and attempts passing each CLO, suggesting that high formative performance predicted good summative outcomes. However, negative correlations with total attempts and first-pass attempts call for optimizing learning strategies.
Conclusions:
The non-grading evaluation and unlimited attempts fostered a growth mindset, encouraging students to focus on learning rather than grades. Top performers demonstrated efficient learning. Persistence and performance in individual CLOs influenced academic outcomes.
The non-grading evaluation and unlimited attempts fostered a growth mindset, encouraging students to focus on learning rather than grades. Top performers demonstrated efficient learning. Persistence and performance in individual CLOs influenced academic outcomes.
Take home messages:
1) Non-grading evaluation with unlimited CLO attempts enhances engagement and learning.
2) Tailored interventions and support can improve students' learning outcomes.
3) Factors influencing learning behaviors should be further investigated to optimize curriculum and support systems.
1) Non-grading evaluation with unlimited CLO attempts enhances engagement and learning.
2) Tailored interventions and support can improve students' learning outcomes.
3) Factors influencing learning behaviors should be further investigated to optimize curriculum and support systems.