How Do Medical Students Prepare for Examinations: Pre-assessment Cognitive and Meta-cognitive Activities
10.17496/kmer.2019.21.1.51
- Author:
So Jung YUNE
1
;
Sang Yeoup LEE
;
Sunju IM
Author Information
1. Department of Medical Education, Pusan National University School of Medicine, Busan, Korea. sunjuim11@hanmail.net
- Publication Type:Original Article
- Keywords:
Educational assessment;
Learning;
Undergraduate medical education
- MeSH:
Education, Medical, Undergraduate;
Educational Measurement;
Humans;
Learning;
Students, Medical
- From:
Korean Medical Education Review
2019;21(1):51-58
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
Although ‘assessment for learning’ rather than ‘assessment of learning’ has been emphasized recently, student learning before examinations is still unclear. The purpose of this study was to investigate pre-assessment learning activities (PALA) and to find mechanism factors (MF) that influence those activities. Moreover, we compared the PALA and MF of written exams with those of the clinical performance examination/objective structured clinical examination (CPX/OSCE) in third-year (N=121) and fourth-year (N=108) medical students. Through literature review and discussion, questionnaires with a 5-point Likert scale were developed to measure PALA and MF. PALA had the constructs of cognitive and meta-cognitive activities, and MF had sub-components of personal, interpersonal, and environmental factors. Cronbach's α coefficient was used to calculate survey reliability, while the Pearson correlation coefficient and multiple regression analysis were used to investigate the influence of MF on PALA. A paired t-test was applied to compare the PALA and MF of written exams with those of CPX/OSCE in third and fourth year students. The Pearson correlation coefficients between PALA and MF were 0.479 for written exams and 0.508 for CPX/OSCE. MF explained 24.1% of the PALA in written exams and 25.9% of PALA in CPX/OSCE. Both PALA and MF showed significant differences between written exams and CPX/OSCE in third-year students, whereas those in fourth-year students showed no differences. Educators need to consider MFs that influence the PALA to encourage 'assessment for learning'.
