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The Interactive Examination: Assessing Students' Self-Assessment Ability
Malmö högskola, Faculty of Odontology (OD).ORCID iD: 0000-0001-7358-7496
Malmö högskola, Faculty of Odontology (OD).
2004 (English)In: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 38, no 4, p. 378-389Article in journal (Other academic) Published
Abstract [en]

BACKGROUND: The ability to self-assess one's competence is a crucial skill for all health professionals. The interactive examination is an assessment model aiming to evaluate not only students' clinical skills and competence, but also their ability to self-assess their proficiency. METHODS: The methodology utilised students' own self-assessment, an answer to a written essay question and a group discussion. Students' self-assessment was matched to the judgement of their instructors. As a final task, students compared their own essay to one written by an "expert". The differences pointed by students in their comparison documents and the accompanying arguments were analysed and categorised. Students received individual feedback on their performance and learning needs. The model was tested on 1 cohort of undergraduate dental students (year 2001, n = 52) in their third semester of studies, replacing an older form of examination in the discipline of clinical periodontology. RESULTS: Students' acceptance of the methodology was very positive. Students tended to overestimate their competence in relation to the judgement of their instructors in diagnostic skills, but not in skills relevant to treatment. No gender differences were observed, although females performed better than males in the examination. Three categories of differences were observed in the students' comparison documents. The accompanying arguments may reveal students' understanding and methods of prioritising. CONCLUSIONS: Students tended to overestimate their competence in diagnostic rather than treatment skills. The interactive examination appeared to be a convenient tool for providing deeper insight into students' ability to prioritise, self-assess and steer their own learning.

Place, publisher, year, edition, pages
2004. Vol. 38, no 4, p. 378-389
National Category
Dentistry
Identifiers
URN: urn:nbn:se:mau:diva-15703DOI: 10.1046/j.1365-2923.2004.01788.xISI: 000220272400007PubMedID: 15025639Scopus ID: 2-s2.0-1842784967Local ID: 3083OAI: oai:DiVA.org:mau-15703DiVA, id: diva2:1419225
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2024-02-05Bibliographically approved
In thesis
1. Information Technology and Interaction in Learning
Open this publication in new window or tab >>Information Technology and Interaction in Learning
2004 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Learning is an interactive process between the learner and thesurrounding structures, the so-called learning environment. Several typesof instructional interaction - such as the learner-tutor, the learner-learner, the learner-content, and recently, the learner-interface interactions - have been identified in higher education. The design execution of these interactions may significantly influence the learning impact of an academic educational session. Information and communication technology (ICT), and especially the Internet, has affected learning in many ways, but most significantly through introducing new possibilities for instructional interaction. The overriding aim of this thesis has been to elucidate the relative role of certain types of interaction between the learner and his or her environment in academic oral health education. In this thesis, ICT is studied in two distinct roles: as a mediator of communication?that is, as the mediator in learner-instructor and learner-learner interaction?and as a partner in interaction through the educational interface?the so-called learner-interface interaction (human?computer interaction). ICT as a mediator of communication was studied during two Internet-based problem-based learning (PBL) courses and one Internet-based examination of undergraduate students. The potential of ICT as a partner in interaction through the educational interface was investigated through an interactive software application, which aimed to improve the self-assessment ability of students. The results of these studies suggest that computer-mediated interaction (CMI) has an important role to play in higher education, can facilitate complex instructional methodologies such as PBL, and can effectively supplement and enhance face-to-face instruction. However, CMI presented several methodological differences when compared with face-to-face interaction, in terms of both quality as well as quantity of interaction. CMI was received less positively than face-to-face interaction by the students, when used in examination settings. In addition, it remains unclear if computer applications are able to constitute an effective, short-term, remedial support for the improvement of complex cognitive skills in students?such as self-assessment skills?without human feedback. At the basis of these findings and currently available technology, the most beneficial scenario from an educational point of view would include both computer-mediated and face-to-face interaction, with a considerable degree of user-determined flexibility. Future studies should focus on the roles of the various factors that affect learning through the process of interaction.

Place, publisher, year, edition, pages
Department of Periodontology Centre for Oral Health Sciences, 2004. p. 37
Keywords
Computer-assisted instructions, Datorstödd undervisning, Distance Learning, Tandläkarutbildning, User-computer interface, Human-Computer interaction, Problem-based learning, Computer communication networks
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-7680 (URN)953 (Local ID)91-628-5980-3 (ISBN)953 (Archive number)953 (OAI)
Note

Note: The papers are not included in the fulltext online.

Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-03-20Bibliographically approved

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