Newble D I, Jaeger K
Med Educ. 1983 May;17(3):165-71. doi: 10.1111/j.1365-2923.1983.tb00657.x.
This paper describes a situation where an alteration in the final-year assessment scheme led to changes in student learning activities which were the exact opposite of those intended. Students were seen to be spending a disproportionate amount of time studying the theoretical components of the course relative to the practical and clinical aspects. The paramount importance of the assessments and examinations in influencing student learning behaviour led the departments concerned to develop a new clinical examination which more clearly reflected the objectives of the course. A questionnaire survey was undertaken to determine how the different sections of the final assessment affected the students' approach to studying. The questionnaire was administered to graduates during their intern year for the 3 years following the introduction of the new clinical examination. Results were also obtained for the year preceding the change. The survey showed that the students developed a high regard for the new examination and its validity as a test of clinical competence. The students found that an increase in ward-based learning activities was essential for success in the final examinations. The new clinical examination has thus influenced students' learning and successfully restored the balance of their learning activities between the clinical and theoretical components of the course.
本文描述了一种情况，即最后一年评估方案的改变导致学生学习活动发生变化，而这些变化与预期的完全相反。相对于实践和临床方面，学生们花费在学习课程理论部分的时间过多。评估和考试对学生学习行为的影响至关重要，这促使相关部门开发了一种新的临床考试，该考试更清晰地反映了课程目标。进行了一项问卷调查，以确定最终评估的不同部分如何影响学生的学习方法。在新临床考试引入后的3年里，对毕业生实习期间进行了问卷调查。还获得了变革前一年的结果。调查显示，学生们对新考试及其作为临床能力测试的有效性给予了高度评价。学生们发现增加基于病房的学习活动对于期末考试取得成功至关重要。因此，新的临床考试影响了学生的学习，并成功恢复了他们在课程临床和理论部分学习活动的平衡。
