Establishing TELLme - an online platform for self-directed, formative assessment of knowledge acquisition across an undergraduate medical curriculum.

IF 3.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-06-18 DOI:10.1080/0142159X.2024.2362896

Julius Josef Kaminski, Anne Franz, Ylva Holzhausen, Hans Hellfried Wedenig, Fabrice Sporn, Harm Peters

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引用次数: 0

Abstract

Purpose: The purpose of this study is to report on the design, implementation, use and evaluation of TELLme, an online platform with annotated multiple-choice questions (MCQs) for formative assessment of knowledge acquisition covering an entire undergraduate medical curriculum.

Materials and methods: We used the Educational Design Research (EDR) framework to develop TELLme as an online platform with 24/7 access for students in a co-creation process between educators, faculty and students. EDR cycle 1 focused on prototyping, while EDR cycle 2 focused on upscaling, usage analysis and evaluation. Database entries were analysed for TELLme usage. Online surveys evaluated platform usability and support for student learning.

Results: At the end of EDR cycle 2, TELLme contained 6,713 fully annotated MCQs aligned with the cognitive learning objectives of the curriculum. Up to 600 students per day used TELLme to self-assess their knowledge, answering 3,168,622 MCQs in two semesters. Surveys indicated good usability of TELLme, 75% of students indicated that TELLme helped them to identify knowledge gaps, and 72% agreed that TELLme supported their learning.

Conclusions: Medical students use TELLme extensively to formatively assess their learning in a self-directed manner across the entire curriculum. TELLme aligns with the existing summative and formative system of assessment of the study programme.

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建立 "TELLme"--一个在线平台，用于对医学本科课程的知识掌握情况进行自主形成性评估。

目的：本研究旨在报告TELLme的设计、实施、使用和评估情况，TELLme是一个在线平台，带有注释选择题（MCQ），用于对整个医学本科课程的知识掌握情况进行形成性评估：我们采用教育设计研究（EDR）框架，在教育工作者、教师和学生的共同创造过程中开发了TELLme在线平台，学生可全天候访问该平台。EDR 周期 1 侧重于原型设计，EDR 周期 2 侧重于升级、使用分析和评估。数据库条目分析了 TELLme 的使用情况。在线调查评估了平台的可用性和对学生学习的支持：在 EDR 周期 2 结束时，TELLme 包含 6,713 个完全注释的 MCQ，与课程的认知学习目标相一致。在两个学期中，每天有多达 600 名学生使用 TELLme 对其知识进行自我评估，共回答了 3,168,622 个 MCQ。调查显示 TELLme 具有良好的可用性，75% 的学生表示 TELLme 帮助他们找出知识差距，72% 的学生认为 TELLme 支持他们的学习：结论：医学生广泛使用 TELLme，在整个课程中以自我导向的方式对学习进行形成性评估。TELLme 与学习课程现有的终结性和形成性评估系统相一致。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Medical Teacher 医学-卫生保健

CiteScore

7.80

自引率

8.50%

发文量

396

审稿时长

3-6 weeks

期刊介绍： Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.