Roghayeh Gandomkar; Azim Mirzazadeh; Ladan Fata; Azim Mirzazadeh; Mohammad Jalili; Kamran Yazdani; Gholamreza Hassanzadeh; John Sandars
Volume 13, Issue 5 , January 2017, , Pages 440-450
Abstract
Background & Objective: Selfregulated learning (SRL) is highly task and context dependent Microanalytic assessment method measures students SRL processes while performing a particular learning task The present study aimed to design a microanalytic SRL assessment protocol for biomedical science learning ...
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Background & Objective: Selfregulated learning (SRL) is highly task and context dependent Microanalytic assessment method measures students SRL processes while performing a particular learning task The present study aimed to design a microanalytic SRL assessment protocol for biomedical science learning Methods: This mixed method study was conducted in Tehran University of Medical Sciences Iran in 2013 The data collection tool was a microanalytic SRL assessment protocol that was designed based on the literature review expert opinion and cognitive interview with medical students and then piloted The participants consisted of 13 second year medical students The subjects were interviewed while conducting a biomedical science learning task Interviews were recorded transcribed and coded based on a predetermined coding framework Descriptive statistics were used to analyze the data Results: The microanalytic SRL assessment protocol was developed in three parts; interview guide coding framework and biomedical science learning task An interview guide was designed consisting of 6 openended questions aimed at assessing 5 SRL subprocesses of goal setting strategic planning metacognitive monitoring causal attribution and adaptive inferences and a closeended question regarding selfefficacy Based on the pilot study most participants reported taskspecific and taskgeneral processes for the subprocesses of strategic planning (92%) metacognitive monitoring (77%) causal attribution (85%) and adaptive inferences (92%) Conclusion: The developed protocol could capture the finegrained nature of the selfregulatory subprocesses of medical students for biomedical science learning Therefore it has the potential application of modifying SRL processes in early years of medical school
Roghayeh Gandomkar; Azim Mirzazadeh; Leyla Sadighpour; Mohammad Jalili; Mojgan Safari; Batool Amini
Volume 12, Supplement , July 2015, , Pages 111-118
Abstract
Background and Objective: One of the potential strategies for ensuring the quality of educational programs is adopting a systematic approach to its evaluation. Current evidence indicates the lack of high quality program evaluation activities in the field of medical education. The aim of this study was ...
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Background and Objective: One of the potential strategies for ensuring the quality of educational programs is adopting a systematic approach to its evaluation. Current evidence indicates the lack of high quality program evaluation activities in the field of medical education. The aim of this study was to review the current status of program evaluation activities in Tehran University of Medical Sciences, Tehran, Iran, and formulate guidelines to promote program evaluation activities at the University level.
Methods: A survey was conducted to investigate the current conditions of program evaluation using a questionnaire in 2012. Then, the comprehensive course evaluation guidelines, consisting of 22 items, were developed based on literature review, survey results, and experts’ opinions. Finally, each affiliated school developed its own evaluation plan. The evaluation taskforce reviewed evaluation plans using a checklist.
Results: Using one tool or resource, 9 schools (90%) conducted course evaluation at least once. The views of students, faculty, staff or alumni were used occasionally. Moreover, 4 schools (40%) reported the evaluation results. After reviewing 14 submitted course plans based on the checklist, 51 feedbacks were provided. Most and least feedbacks were related to evaluation design and implementation and evaluation infrastructure, respectively.
Conclusion: The process of developing guidelines and plans resulted in stakeholders reaching a common understanding of course evaluation, and in turn, creating evaluation capacity and more accountability.
Sara Mortaz Hejri; Azim Mirzazadeh; Mohammad Jalili; Hamid Emadi Kochak
Volume 12, Issue 1 , May 2015, , Pages 10-17
Abstract
Background & Objective: Student assessment is one of the most challenging issues of an integrated curriculum While calculating an overall score is in line with the goals of integrated curriculum it poses the risk that some students will deliberately leave out the content of some disciplines ...
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Background & Objective: Student assessment is one of the most challenging issues of an integrated curriculum While calculating an overall score is in line with the goals of integrated curriculum it poses the risk that some students will deliberately leave out the content of some disciplines based on the fact that they have lower credits in each block exam In the present study we describe the experience of Tehran University of Medical Sciences Iran where an integrated medical curriculum has been launched since September 2011 as part of curriculum reform initiative Methods: In the first academic year students passed 4 blocks: Molecule and Cell Tissue Development and Function Cardiovascular Function Blood circulation and BloodRespiratory Function Each block included anatomy histology physiology and embryology The overall block score was reported at the end of each block In addition a cumulative disciplinary score was calculated at the end of the academic year through the summation of the weighted subscores of each discipline in each block Results: At the end of the year the number of students who had failed in histology anatomy embryology and physiology were 15 17 44 and 3 respectively They were required to take a disciplinary examination before the beginning of the next academic year Conclusion: A comparison of the number of students who failed disciplines with low credits (eg histology) with those who failed disciplines with high credits (eg physiology) suggests that the former had systematically been ignored by some students The calculation of a cumulative disciplinary score may reduce the deliberate omission of course content in integrated blocks
Mohammad Jalili; Sara Mortazhejri
Volume 9, Issue 1 , July 2012, , Pages 77-84
Abstract
Background & Objectives: Different methods have been introduced to determine the cutscores of exams However they have been rarely used in our country In this study we used four methods to set a standard for preinternship objective structured clinical examination (OSCE) in Tehran University of Medical ...
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Background & Objectives: Different methods have been introduced to determine the cutscores of exams However they have been rarely used in our country In this study we used four methods to set a standard for preinternship objective structured clinical examination (OSCE) in Tehran University of Medical Sciences Methods: A prefixed score of 60% was considered in the first approach In the Angoff method a panel including 11faculty members was invited to estimate the probability of passing each station for a borderline student and mean of all estimations was considered as the station standard In borderline regression method a linear regression model for each station was calculated in which the students checklist scores and general scores were considered as dependent and independent variables respectively The station standard was calculated based on grade 2 in Likert scale In Cohens method we set the standard at 60% of the 95th percentile point Results : The standards for the total test in the prefixed score Angoff borderline regression and Cohens methods were respectively 60 4915 4239 and 4274 According to these standards the percentages of passing students were respectively 219% 676% 933% and 924% Conclusion: Using four methods to set standard of an OSCE showed that this approach for determining exams cutscore has significant effect on the calculated standard and the percent of students passing the exam
