A Collaborative Two-Stage Examination in Biomedical Sciences: Positive Impact on Feedback and Peer Collaboration

Autor/inn/en	Khong, Mei Li; Tanner, Julian A.
Titel	A Collaborative Two-Stage Examination in Biomedical Sciences: Positive Impact on Feedback and Peer Collaboration
Quelle	In: Biochemistry and Molecular Biology Education, 49 (2021) 1, S.69-79 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khong, Mei Li) ORCID (Tanner, Julian A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21392
Schlagwörter	Biomedicine; College Science; Student Attitudes; Advanced Courses; Grades (Scholastic); High Achievement; Low Achievement; Group Testing; Peer Relationship; Feedback (Response); Concept Formation; Test Anxiety; Student Improvement + Suchen Sie Ihr Suchwort? Biomedizin; Schülerverhalten; Fortgeschrittenenunterricht; Notenspiegel; Unterdurchschnittliche Leistung; Gruppentest; Peer-Beziehungen; Concept learning; Begriffsbildung; Examination phobia; Testangst; Prüfungsangst
Abstract	Examinations present an intensely focused opportunity for student learning yet opportunities for collaboration, communication, and feedbacks are often wasted. Two-stage examinations where students first take examinations individually and then repeat the examination in small groups hold promise to address this issue. Here, we pilot and evaluate a two-stage examination within an advanced undergraduate biomedical sciences course. We evaluated this innovation by triangulation of data from a questionnaire, semi-structured student interviews, as well as, comparison of student grades between stages of examination across higher- and lower-performing student groups. Quantitative data from the structured questionnaire showed that a majority of students perceived the collaborative stage of two-stage examinations successful in promoting peer collaboration and communication. Furthermore, there was deepened conceptual understanding and provision of immediate feedback. The two-stage examination did not, however, ameliorate students' test anxiety. Qualitative data from semi-structured student interviews were consistent with quantitative data to show that a two-stage examination provides positive impact particularly on immediate feedback, peer collaboration and communication but contributed to sustained test anxiety possibly due to negative experiences during group interactions. Both lower- and higher-performing students showed improvement in the collaborative stage as compared to the preceding individual stage of two-stage examination. This would suggest possible benefits of two-stage examination for learning for all student abilities. This study discusses the advantages and pitfalls of two-stage examinations for biomedical sciences and will guide informed recommendations for subsequent implementation elsewhere. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01