Impact of Readiness Assurance Process and Faculty Feedback on Individual Application Exercises: A Model for Continuous Assessment in Physiology

Autor/inn/en	Nayak, Kirtana Raghurama; Punja, Dhiren; Suryavanshi, Chinmay
Titel	Impact of Readiness Assurance Process and Faculty Feedback on Individual Application Exercises: A Model for Continuous Assessment in Physiology
Quelle	In: Advances in Physiology Education, 44 (2020) 4, S.509-515 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suryavanshi, Chinmay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Physiology; Clinical Diagnosis; Problem Solving; Cooperative Learning; Active Learning; Formative Evaluation; Feedback (Response); Large Group Instruction; Medical Students; Foreign Countries; Teaching Methods; India + Suchen Sie Ihr Suchwort? Physiologie; Problemlösen; Kooperatives Lernen; Aktives Lernen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Indien
Abstract	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. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01