Students' perceptions of the impact of assessment on approaches to learning: a comparison between two medical schools with similar curricula

dc.creator	Hanan M. Al Kadri
dc.creator	Mohamed S. Al-Moamary
dc.creator	Mohi E. Magzoub
dc.creator	Chris Roberts
dc.creator	Cees P.M. van der Vleuten
dc.date	2011-05-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:06:47Z
dc.date.available	2015-07-20T22:06:47Z
dc.identifier	10.5116/ijme.4ddb.fc11
dc.identifier	2042-6372
dc.identifier	https://doaj.org/article/f79a144b9cd24b329fb931ba8aabc33c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10742
dc.identifier.uri	https://doaj.org/article/f79a144b9cd24b329fb931ba8aabc33c
dc.description	Objectives: The aim of the study was to investigate students' perceptions of assessment and the resulting learning styles. Methods: Qualitative semi-structured interviews were conducted with 14 students and 8 clinical supervisors from Sydney Medical School and 12 students and 13 clinical supervisors from King Saud bin Abdulaziz University. Both institutions have similar curricula but a different assessment approach. The interviews were transcribed and analyzed using thematic analysis. Interview transcripts were stored and analyzed using ATLAS.ti. Results: Three themes emerged from analyses of the interviews: the function of assessment, learning outcomes and, finally, authentic assessment in the clinical environment. A model is presented to show the relationship between contextual and different personal factors and students' perceptions of the impact of assessment on learning styles. Conclusions: Cultural differences and emotions can affect students' perceptions of assessment and learning styles. A combination of formative and summative assessment based on learning objectives is required. This combination should take into consideration students' cultural background, values and the implemented education system. This balance should be sufficient to motivate students in order to maintain their focus and attention, and reduce the potential negative impacts of a hidden curriculum. The experience of authentic assessment was a powerful motivator for students' approaches to learning.
dc.language	English
dc.publisher	IJME
dc.relation	http://www.ijme.net/archive/2/students-perceptions-of-assessment.pdf
dc.relation	https://doaj.org/toc/2042-6372
dc.rights	CC BY
dc.source	International Journal of Medical Education, Vol 2, Pp 44-52 (2011)
dc.subject	assessment methods
dc.subject	learning approaches
dc.subject	cultural differences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Students' perceptions of the impact of assessment on approaches to learning: a comparison between two medical schools with similar curricula
dc.type	Article