1,720,973 research outputs found
Web-based student feedback on large group teaching: how does it compare with traditional paper methods?
No full textQuality assurance is integral to good teaching. It requires a commitment from students to provide regular feedback, and from teachers to analyze and act on information received. The organisation and analysis of student feedback is time-consuming and difficult to co-ordinate for a complex clinical course. Web-based feedback using a dedicated school web-site offers the advantage of ease of collation of student assessment ratings and comments. In Year 4 of the undergraduate course at Guys, Kings and St Thomas’ School of Medicine, Kings College London, web-based student feedback of large group teaching was compared with traditional paper based methods using response rates and quality of assessments. The preference of teachers for both methods was assessed and their comments
sought. The advantages and disadvantages of both methods will be presented
The management of student feedback using the World Wide Web
No full textThis poster will outline the introduction of web-based student feedback for large group clinical teaching to undergraduate medical students. In a pilot study at the GKT School of Medicine, London, a system for implementing web-based feedback to replace traditional paper-based methods was set-up, and the potential for this method explored. The steps taken in this process will be illustrated and explained. These include:
1 The recruitment of teachers and students to an electronic method of student feedback.
2 The briefing of teachers and students in use of the system.
3 The implementation of the pilot study.
4 The evaluation of the method
Poster communication. Frequently asked questions: an on-line solution to an off-line problem
No full textAt the Guy's, King's and St Thomas' (GKT) School of Medicine we have developed an on-line Frequently Asked Questions (FAQ) system for our first and second year medical students in response to requests from academic staff to provide an area where the answers to commonly asked student questions could be made available. The FAQ database driven system allows students to type any question into an on-line form and then select a subject area to which the question relates. At GKT we run a phase based curriculum across the medical course. Phase 1 provides a basic 12 week introduction covering basic pharmacology, physiology, biochemistry and anatomy in term one. Phase 2 runs from the second term in year 1 to the end of year 2 and is based around 37 clinical scenarios. A student can simply submit a question anonymously, which is a feature that has proved very popular in encouraging students to use the system. When a question is submitted, an email is automatically sent to the appropriate tutor who will then log on and supply an answer. Any student may visit the web site any time and view all of the previously asked questions. Clicking on a question displays the tutor's answer and the date on which it was submitted. Creating a system that is dynamic and both subject and context specific allows greater flexibility in how it is used by students and staff. Staff may use it to identify areas of difficulty in the curriculum or post answers to individual student queries that would be of benefit to the entire year. Students may view questions on individual subject areas by simply clicking a button or they may search the entire question bank by keyword. Staff who have logged on to the web site to answer questions may also delete their questions and/or answers in the event of duplicate or irrelevant questions being posted. This system is currently in use for the first and second years of our medical course with a view to expanding it to the clinical years, the Graduate Professional Entry Program (GPEP) and throughout the Biomedical Sciences curriculum. It integrated with our virtual learning environment (the GKT Virtual Campus) and with each scenario across Phase 2 to provide students with immediate access to scenario specific commonly asked questions. The system is accessible both on and off-campus which proved popular with students off site and at home and staff who can respond to student questions without having to be on-site. There have been 600 questions posted and answered since it was launched. As we develop a clinical scenario-based curriculum it is anticipated that clinical scenarios will be able to link back to this system allowing true vertical integration of this system across the medical course. It is anticipated that the number of questions asked in each academic year will reduce over the life of a course due to recurrences of the same issues over time
Student-led appraisal of marks
No full textStudent progression through an academic year is often full of questions regarding the relative level of achievement in continuous appraisal compared with end-of-year exams. In-course assessment marks are distributed to students during the year but many students do not know how their performance in the in-course assessment affects the score required to pass the year.In line with future curriculum developments that will allow students to include or exclude in-course assessment marks in their final examination score, we have developed an innovative new system to enable students to not only view their continuous assessment marks for the entire year on the web, but also to see how these marks contribute to their final exam grades. This will indicate how many marks must be potentially attained in their final exam to pass. Areas of weakness are clearly visible and the effect these weaknesses have on the overall outcome will be shown.The student-led appraisal of marks (SLAM) system is currently being used for the 2nd year Medical Neuroscience course. Students can view their marks for timed essays, spot tests, tutorial attendance and practical assessments on-line. Using an active server page interface to a relational database backend running on Internet Information Services, students log in to the system using their email address and candidate number. In-course assessment marks are added to the database as they are released, allowing a cumulative total of marks to be viewed throughout the year. By the time the students are revising for their end-of-year exams their grade record for the whole year is available on-line.The weightings of these in-course assessment marks are taken into account when the system calculates what percentage the student must score in their final exam to attain a pass, merit or distinction. Assessment titles are displayed along with the maximum mark attainable as well as the marks that the student has obtained for each one. When these marks are passed through the calculation algorithm the percentages that must be achieved in the final exam are shown for the different grade levels. Individual assessment marks may be de-selected, meaning that they are not included in the grade calculations. The effect of including each unit in the final assessment can be seen.Over 900 'hits' on the system have been made by 2nd year medical students (350 students), indicating multiple repeat visitors. Although this system is currently running on an informative basis at the moment, it is hoped that in the future, students will actively use this system to determine which in-course assessment marks to include or exclude before final examinations are taken and to register these preferences on-line
Interactive clinical patient scenarios on-line
No full textAims: To develop web-based interactive patient scenarios to support 3rd year medical students.Background: Revision of the third year of the undergraduate programme at the Guy’s, King’s and St
Thomas’ School of Medicine for 2005/6 involves production of 36 clinical problem scenarios for three 12 week rotations. Summary of work: We have developed interactive electronic scenarios that guide the user through the stages of patient presentation, examination to discharge and follow up alone and in small groups. The problems are supplemented by further scenario developments and expected outcomes and backed up with face-to-face facilitator contact, automatic links back to preclinical resources for revision and appropriate peer reviewed web sites. Student tracking and progress recording is incorporated into the system. The web-interface has been designed to ensure educational curriculum requirements are appropriately covered. Student tasks are embedded throughout each scenario. Conclusions: Using the expertise of our electronic learning resources team with on-going clinical input from scenario developers and student feedback at all stages we have developed a system tailored to the requirements of our current curriculum, providing students with a viable and effective educational resource covering core material
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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