Poster Presentations Abstracts, 24 th Annual Meeting of the International Association of Medical Science Educators, June
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IAMSE 2020 POSTER ABSTRACTS
Poster Presentations Abstracts, 24th Annual Meeting of the International Association of Medical Science Educators, June 15-18, 2020 Published online: 19 November 2020 # International Association of Medical Science Educators 2020
Assessment 102 - Administration of Formative Assessments in a Proctored Setting is Associated with Improved Summative Assessment Performance in Undergraduate Medical Education Yerko Berrocal | Andrew Darr | Jonathan Fisher | Jenna Regan | Amy Lin | Richard Tapping Health Sciences Education Department, University of Illinois College of Medicine Peoria | University of Illinois College of Medicine Chicago Purpose: Despite significant evidence supporting the use of formative exams in undergraduate medical education, the potential impact of the setting in which they are administered has not been previously explored. The purpose of this study was to examine whether administering formative assessment in a proctored versus non-proctored setting influences student performance on final summative exams. Methods: During the seven weeks of the Block 1 curriculum at the University of Illinois College of Medicine at Peoria (UICOMP), we administered weekly multiplechoice question (MCQ) formative assessments in either a proctored or non-proctored setting to 58 year 1 medical students. At the end of the block, a cumulative summative 100 MCQ exam was administered to all year 1 medical students. All MCQs were linked to United States Medical Licensing Examination (USMLE) topics and learning objectives (LOs) prior to both formative and summative exam administration. Student performance on summative exam MCQs with LOs that were previously assessed in the proctored formative was compared to summative assessment performance on LOs that were previously assessed in non-proctored formative assessments.
Results: The percentage correct on the final summative assessment was 0.90 ± 0.07 SD for items whose LOs were formatively assessed in a proctored setting compared to 0.80 ± 0.17 SD for items whose LOs were assessed in a non-proctored setting. Conclusion: The present study suggests that participation in proctored formative assessments may correlate with greater success on final summative exams, as demonstrated by an 11% increase in correct responses on questions with identical LOs previously assessed in proctored formative setting. 103 - Analysis of Lifelong Learning Behaviors and Attitudes and Academic Performance: a Four-Year Study Linda Adkison | Frances E Jack-Edwards Trinity Medical Sciences University | Trinity Medical Sciences University Purpose: The purpose of this study was to investigate attitudes and behaviors among students toward lifelong learning. The Jefferson Scale for Physician Lifelong Learning (JeffSPL) provides the most consistent measure of lifelong learning among physicians. This study assessed learning beliefs and motivation, attention to learning, and technical skills in seeking information. Methods: The JeffSPLL-MS, a 14-item survey tool adapted for medical students,
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