Department of Physiology, Kasturba Medical College Manipal, Manipal Academy of Higher Education, Manipal, India.
Department of Medical Education, Kasturba Medical College Manipal, Manipal Academy of Higher Education, Manipal, India.
Adv Physiol Educ. 2020 Dec 1;44(4):509-515. doi: 10.1152/advan.00065.2020.
This study is aimed at the implementation of a continuous assessment model in physiology for a large-enrollment classroom with 250 students. The readiness assurance process (RAP) and immediate feedback elements from team-based learning (TBL) methodology were adopted to test their ability to guide students to solve applications exercises individually. Three continuous assessments in physiology (CAPs) were conducted with the RAP to include individual (iRAT) and group readiness assurance tests (gRAT). Immediate feedback was provided with faculty-student discussion (FSD), and the individual application exercises (iAE) were designed to be answered individually. Each CAP was subjected to three types of experimental manipulation in subgroups created out of 250 students. The intervention began with iRAT for all three subgroups. The sequence of iRAT, gRAT, FSD, and iAE varied between subgroups within a CAP. In a cross-over study design, each subgroup of students was subjected to all three intervention types over three CAPs. The subgroup completing iAE after RAP and FSD showed higher scores than the subgroup with RAP alone. One hundred eight-two students (82.35% response rate; 101 women and 81 men) responded to the questionnaire. The majority of students (87.4%) felt that doing iRAT and gRAT at the beginning helped them to solve iAE better. Most of the students (86.8%) responded that they received useful feedback and clarification during the discussion with the teacher after the gRAT. In conclusion, the administration of iRAT first followed by gRAT and immediate feedback from faculty seem to be beneficial to prepare students to tackle application-based exercises.
本研究旨在为一个有 250 名学生的大班实施生理学的持续评估模式。采用准备保证过程（RAP）和团队学习（TBL）方法的即时反馈元素，以测试其指导学生独立解决应用练习的能力。通过 RAP 进行了三次生理学连续评估（CAP），包括个人（iRAT）和小组准备保证测试（gRAT）。即时反馈通过师生讨论（FSD）提供，并且个人应用练习（iAE）被设计为个人回答。每个 CAP 都在从 250 名学生中创建的子组中进行了三种实验操作。干预措施从所有三个子组的 iRAT 开始。在一个 CAP 中，iRAT、gRAT、FSD 和 iAE 的顺序在子组之间有所不同。在交叉研究设计中，每个学生子组在三个 CAP 中都接受了所有三种干预类型。在 RAP 和 FSD 之后进行 iAE 的子组比仅进行 RAP 的子组得分更高。1082 名学生（82.35%的回应率；101 名女性和 81 名男性）回答了问卷。大多数学生（87.4%）认为在开始时进行 iRAT 和 gRAT 有助于他们更好地解决 iAE。大多数学生（86.8%）表示，在 gRAT 后与老师讨论时，他们收到了有用的反馈和澄清。总之，先进行 iRAT，然后进行 gRAT，并立即得到教师的反馈，似乎有助于学生准备解决基于应用的练习。
