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Sunday, February 26 • 12:45pm - 1:30pm
DEER VALLEY - [Oral Presentation] 1. Progress towards mastery learning: converting foundational science assessments from partially summative to purely formative

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12:45 PM - 1:00 PM

Progress towards mastery learning: converting foundational science assessments from partially summative to purely formative

L. Sells, M.M. Metzstein, T. Stocks, M. Vo, J.M. Colbert-Getz, J.E. Lindsley, University of Utah School of Medicine
Abstract Body: Introduction: As part of our goal to support student self-efficacy and move our culture from performance-based to mastery-based, the University of Utah School of Medicine is exploring the effects of replacing summative quizzes with formative assessments in the pre-clerkship curriculum. This change began in the fall of 2016 with one 9-week year 2 course in which the three MCQ quizzes were changed from each being worth 12% (2015) to 0% (2016) of the course grade. The final knowledge MCQ exam was changed from contributing 37% (2015) to 60% (2016), and became a must-pass element of the course grading. Using Kirkpatrick’s evaluation framework, we investigated students’ satisfaction and learning outcomes to determine the impact of this change. Research questions: Does a switch to purely formative assessments change student performance within one 9-week MS2 course? Do students perceive a change in their ability to master course content? Do students experience increased pathologic stress with more heavily weighted final exams? Methods: We compared performance on the three quizzes and final MCQ examination between MS2s in 2015 (N = 101-102) and MS2s in 2016 (N = 114-118) with Mann Whitney U tests limited to items that were similar for both years. Students’ satisfaction with the change was measured by the percentage of MS2 in 2016 agreeing with an end of course evaluation question: The formative quiz structure enhanced my mastery of course content. To determine if the change caused increased pathologic stress in students, psychological services usage data were queried. Results: There were no significant performance differences between 2015 and 2016 MS2s on quizzes 1 (76% for both classes, p = 0.546), 3 (78% for both classes, p = 0.934) and the final (83% vs. 81%, p = 0.194). On quiz 2, MS2s in 2015 did perform significantly better than MS2s in 2016, 82% vs. 78%, p = 0.011. The majority of students (75%, N = 112) reported that the formative quizzes enhanced their mastery of course content. The number of psychological sessions provided to MS2s was similar during the first four weeks (34 in 2015 and 33 in 2016) and dropped during the final 5 weeks (48 in 2015 and 18 in 2016) of the course. Discussion Switching to formative-only mid-course assessments within one integrated MS2 course did not decrease performance on two quizzes and a final and the majority of students were satisfied with the change. No evidence of increased student stress was seen. 

avatar for Michelle Vo, MD

Michelle Vo, MD

Director, Medical Student Wellness, University of Utah School of Medicine

Sunday February 26, 2017 12:45pm - 1:30pm

Attendees (13)