Imperial College London
Alternate

DrElizabethHauke

Central Faculty, Centre for Languages, Culture and Communication

Principal Teaching Fellow
 
 
 
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Contact

 

+44 (0)20 7594 8922e.hauke

 
 
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Location

 

S311Sherfield BuildingSouth Kensington Campus

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Summary

 

Publications

Citation

BibTex format

@article{Bladt:2022:10.1186/s12909-022-03787-9,
author = {Bladt, F and Khanal, P and Prabhu, A and Hauke, E and Kingsbury, M and Saleh, S},
doi = {10.1186/s12909-022-03787-9},
journal = {BMC Medical Education},
pages = {1--15},
title = {Medical students’ perception of changes in assessments implemented during the COVID-19 pandemic},
url = {http://dx.doi.org/10.1186/s12909-022-03787-9},
volume = {22},
year = {2022}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - Background COVID-19 posed many challenges to medical education in the United Kingdom (UK). This includes implementing assessments during  4 months of national lockdowns within a 2-year period, where in-person education was prohibited. This study aimed to identify medical school assessment formats emerging during COVID-19 restrictions, investigate medical students’ perspectives on these and identify influencing factors.Methods  The study consisted of two phases: a questionnaire asking medical students about assessment changes they experienced, satisfaction with these changes and preference regarding different assessments that emerged. The second phase involved semi-structured interviews with medical students across the UK to provide a deeper contextualized understanding of the complex factors influencing their perspectives.  Results In the questionnaire responses, open-book assessments had the highest satisfaction, and were the preferred option indicated. Furthermore, in the case of assessment cancellation, an increase in weighting of future assessments was preferred over increase in weighting of past assessments. Students were also satisfied with formative or pass-fail assessments. Interview analyses indicate that although cancellation or replacement of summative assessments with formative assessments reduced heightened anxiety from additional COVID-19 stressors, students worried about possible future knowledge gaps resulting from reduced motivation for assessment-related study. Students’ satisfaction level was also affected by timeliness of communication from universities regarding changes, and student involvement in the decision-making processes. Perceived fairness and standardisation of test-taking conditions were ranked as the most important factors influencing student satisfaction, followed closely by familiarity with the format. In contrast, technical issues, lack of transparency about changes, perceived unfairness around invigilation, and uncertai
AU  - Bladt,F
AU  - Khanal,P
AU  - Prabhu,A
AU  - Hauke,E
AU  - Kingsbury,M
AU  - Saleh,S
DO  - 10.1186/s12909-022-03787-9
EP  - 15
PY  - 2022///
SN  - 1472-6920
SP  - 1
TI  - Medical students’ perception of changes in assessments implemented during the COVID-19 pandemic
T2  - BMC Medical Education
UR  - http://dx.doi.org/10.1186/s12909-022-03787-9
UR  - https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03787-9
UR  - http://hdl.handle.net/10044/1/100118
VL  - 22
ER  -
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