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Medical students’ assessment preferences at King Faisal University, Saudi Arabia

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dc.creator Tarek Tawfik Amin
dc.creator Feroze Kaliyadan
dc.creator Nouria Saab Al-Muhaidib
dc.date 2011-03-01T00:00:00Z
dc.date.accessioned 2015-07-20T22:11:33Z
dc.date.available 2015-07-20T22:11:33Z
dc.identifier 1179-7258
dc.identifier https://doaj.org/article/dfa586d39b7842bc8c6dfee6866bee7e
dc.identifier.uri http://evidence.thinkportal.org/handle/123456789/14483
dc.description Tarek Tawfik Amin1, Feroze Kaliyadan2, Nouria Saab Al-Muhaidib31Community Medicine Department, Faculty of Medicine, Cairo, Egypt; 2Department of Internal Medicine, Dermatology Section; 3Vice Dean for Female Students, College of Medicine, King Faisal University, Saudi ArabiaObjective: To assess the preferred methods for assessment among medical students at both preclinical and clinical stages of medical education and the possible correlates that promote these preferences.Subjects and methods: All medical students from the third year onwards were surveyed. A self-administered anonymous questionnaire was designed to gather information on the preferred assessment method for course achievement. The preferred methods were also evaluated in relation to cognitive functions. Preference for specific exam format, in the form of multiple choices, short essay questions, or both, and the stated reasons for that preference, was also included in the questionnaire.Results: Out of 310 questionnaires distributed, 238 were returned. Written tests, projects, portfolios, and take home exams were the preferred modes for assessing students’achievements in a course; oral tests including a viva voce were the least preferred type of assessment. Questions that tested the domains of ‘understanding’ and ‘application’ were the most preferred type while those entailing ‘analysis’ were the least preferred. Multiple choice question format was the most preferred type of question (68.7%) at both pre- and clinical stages.Conclusion: Students’ assessments at the College of Medicine, King Faisal University, Saudi Arabia, do not use the full range of cognitive domains. The emphasis on higher domains for medical students’ assessment incorporating critical thinking should increase as the students’ progress through their medical courses.Keywords: medical students, assessment, exams, multiple choices, essay
dc.language English
dc.publisher Dove Press
dc.relation http://www.dovepress.com/medical-studentsrsquo-assessment-preferences-at-king-faisal-university-a6625
dc.relation https://doaj.org/toc/1179-7258
dc.source Advances in Medical Education and Practice, Vol 2011, Iss default, Pp 95-103 (2011)
dc.subject Medicine (General)
dc.subject R5-920
dc.subject Medicine
dc.subject R
dc.subject DOAJ:Medicine (General)
dc.subject DOAJ:Health Sciences
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Medicine (General)
dc.subject R5-920
dc.subject Medicine
dc.subject R
dc.subject DOAJ:Medicine (General)
dc.subject DOAJ:Health Sciences
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Medicine (General)
dc.subject R5-920
dc.subject Medicine
dc.subject R
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject Medicine (General)
dc.subject R5-920
dc.subject Medicine
dc.subject R
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject Medicine (General)
dc.subject R5-920
dc.subject Medicine
dc.subject R
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.title Medical students’ assessment preferences at King Faisal University, Saudi Arabia
dc.type article


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