Education Commons^™

The Benefit Of A Blended Education Approach In Patient Access Representative (Par) Training: Didactic And Simulation, Daryl Anildes-Gumban Msn, Rn, James Cavalier, Jr. Phd, Rn, Jennifer Mills Msn, Rn, Judie Nelson, Caranza Johnson, Tracy Renick, Diane Bodurka Md, Mph

2021 Education Week Posters

Division of Education and Training

Equivalence Of Students' Scores On Timed And Untimed Anatomy Practical Examinations., Guiyan Zhang, Bruce Fenderson, Richard R Schmidt, J J. Veloski

Department of Pathology, Anatomy, and Cell Biology Faculty Papers

Untimed examinations are popular with students because there is a perception that first impressions may be incorrect, and that difficult questions require more time for reflection. In this report, we tested the hypothesis that timed anatomy practical examinations are inherently more difficult than untimed examinations. Students in the Doctor of Physical Therapy program at Thomas Jefferson University were assessed on their understanding of anatomic relationships using multiple-choice questions. For the class of 2012 (n = 46), students were allowed to circulate freely among 40 testing stations during the 40-minute testing session. For the class of 2013 (n = 46), students …

Pre/Post Comparison Of Medical Students' Self-Reported Competence Ratings For Content And Skill Areas Included In An End Of Third Year Assessment, Mary L. Zanetti, Eric J. Alper, Wendy L. Gammon, Michele P. Pugnaire, Michele M. Carlin, Urip Purwono, Susan V. Barrett, Laura A. Sefton

Mary L. Zanetti

The End of Third Year Assessment (EOTYA) evaluates medical students using multiple objective Structured Clinical Examinations (OSCE) and offers comprehensive feedback to students on their content knowledge and skills. This study measures the change in students' perceived level of competence before and after completing the EOTYA.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2004.