About this paper

Appears in:
Pages: 7841-7848
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.1846

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

CORRELATION BETWEEN SCORES IN PBL SESSIONS WITH THOSE IN PBL EXAMS, MULTIPLE-CHOICE TESTS, AND THE FINAL QUALIFICATION, IN FIRST-YEAR MEDICAL STUDENTS TAKING AN INTEGRATIVE BIOLOGY MODULE

M. Vergés

Universitat de Girona (SPAIN)
Problem-Based Learning (PBL) is an educational methodology centered on the student and applied in our Medical School since its beginning in 2008.

Here we have correlated the scores obtained by each student in PBL sessions with those in other activities of the subject: "Introduction to the study of Medicine: Homeostasis and regulation (3109G01001; 15 credits)", taken by first-year medical students. We have analyzed that from the academic year 2010-2011 up to, and including, 2015-2016. In this subject, or quarterly module, students learn the molecular and cellular basis of medicine. The subject integrates basic concepts of biochemistry, cell biology and genetics. Activities are evaluated separately, each of which must be passed independently. PBL sessions and the multiple-choice scores account each for 40% of the global qualification. A written PBL exam is limited to the remaining 20%. Paradoxically, in spite of this reduced percentage, it is the one implying more work of preparation and correction by teachers, and the one attempting to evaluate the student's progress according to the methodology applied. There are 2 exams, in the middle and at the end of the module, and each one consists of 2 parts. In the first part, a case is presented to the students, which find a potential explanation (hypothesis) that justifies the situation, relating and integrating knowledge learnt throughout the module. In the second one (done 2-3 days later), students answer specific questions related to the situation presented.

We have calculated the quotient of each student's PBL session score with scores in:
(1) the PBL exam;
(2) the multiple-choice; and
(3) the final score.

To analyze the students' progress, and the potential advantage of performing two exams (when possible), we have separately analyzed scores from the first and second PBL exam, as well as from the two parts of each. We present here the relationship as average per course to see the trend in the courses analyzed, in which the evaluation criteria practically did not change. We will comment on possible interpretations and measures to be taken when a ratio is obtained substantially higher than 1, implying possible overestimation in PBL sessions and/or undervaluation in the other activities.
@InProceedings{VERGES2017COR,
author = {Verg{\'{e}}s, M.},
title = {CORRELATION BETWEEN SCORES IN PBL SESSIONS WITH THOSE IN PBL EXAMS, MULTIPLE-CHOICE TESTS, AND THE FINAL QUALIFICATION, IN FIRST-YEAR MEDICAL STUDENTS TAKING AN INTEGRATIVE BIOLOGY MODULE},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.1846},
url = {http://dx.doi.org/10.21125/inted.2017.1846},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {7841-7848}}
TY - CONF
AU - M. Vergés
TI - CORRELATION BETWEEN SCORES IN PBL SESSIONS WITH THOSE IN PBL EXAMS, MULTIPLE-CHOICE TESTS, AND THE FINAL QUALIFICATION, IN FIRST-YEAR MEDICAL STUDENTS TAKING AN INTEGRATIVE BIOLOGY MODULE
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.1846
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 7841
EP - 7848
ER -
M. Vergés (2017) CORRELATION BETWEEN SCORES IN PBL SESSIONS WITH THOSE IN PBL EXAMS, MULTIPLE-CHOICE TESTS, AND THE FINAL QUALIFICATION, IN FIRST-YEAR MEDICAL STUDENTS TAKING AN INTEGRATIVE BIOLOGY MODULE, INTED2017 Proceedings, pp. 7841-7848.
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