CBL results for individual questions are available for on-screen inspection, printing and filing.... more CBL results for individual questions are available for on-screen inspection, printing and filing. Upon selecting the link â Klik hier om de scores per vraag te bekijkenâ on the final results page (Fig. 2) in CBL-based CAFA modules, a full list of results for individual filled-out questions is displayed on the background color assigned to the respective certainty-based learning score (see Additional file 1). The various columns present the question number (VRAAG), the knowledge score (STATUS), the certainty level (ZEKERHEID) and the certainty-based SCORE. Note that only questions that were fully answered will be shown (in this case all 30). (PNG 208 kb)
Feedback to students based on certainty-based learning as displayed in Cell Biology computer-assi... more Feedback to students based on certainty-based learning as displayed in Cell Biology computer-assisted formative assessment modules. Both the Dutch version used in the current study (A) and the English equivalent (B) are shown. Scores corresponds to the scheme used at the University College London [24]. An incorrect answer will not lead to a penalty if students indicate to be uncertain (score 0 for "not sure"). Wrong answers that are provided with confidence, however, result in a firm warning through negative points (score = − 6). Students that answer correctly but are not sure will not be able to gain maximal scores (1 or 2 instead of 3 points). Only students that provide a correct answer AND are fully confident about this will get the full bonus; the student knows he/she knows. At the end of a CAFA module one can then provide students with tailored feedback, including study advice, specified for each CBL score category. (PNG 335 kb)
Questionnaire with 19 questions, including a request for further comments, on CBL use (in Dutch).... more Questionnaire with 19 questions, including a request for further comments, on CBL use (in Dutch). (PDF 75 kb)
Schematic overview of the applied cross-over study to investigate a possible added value of certa... more Schematic overview of the applied cross-over study to investigate a possible added value of certainty-based learning in computer-assisted formative assessment modules. A description of the various components and steps in the study is provided in the Methods section. (PNG 74 kb)
CBL script in Lectora Online. A) Example set-up of a program with 14 questions. B) Detailed look ... more CBL script in Lectora Online. A) Example set-up of a program with 14 questions. B) Detailed look at CBL-module in question 4. C) Upon entering the page "results", student's performance is calculated and shown. D) Additional actions required to display student results per question. (PNG 1435 kb)
The 2009 framework for undergraduate medical education in the Netherlands The 2009 Framework defi... more The 2009 framework for undergraduate medical education in the Netherlands The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical students after completing their three-year master programme in medicine. The Framework thus helps to guarantee to society at large and to patients in particular that medical graduates who are starting out as practitioners have attained a certain professional level. This level is the aggregate of the physicians ’ target profile, physicians’ (sub-) competencies to be achieved and the list of issues relating to illness and health. In addition, the Framework also defines the profile of the bachelor and the learning outcomes of the bachelor programme in medicine.
Background: Study motivation and knowledge retention benefit from regular student self-assessment... more Background: Study motivation and knowledge retention benefit from regular student self-assessments. Inclusion of certainty-based learning (CBL) in computer-assisted formative tests may further enhance this by enabling students to identify whether they are uninformed or misinformed regarding the topics tested, which may trigger future study actions including instructor consultation. Methods: Using a cross-over study design involving two out of thirteen computer-assisted formative assessments (CAFAs) of a first-year cell biology course, we compared student-instructor interactions, student learning experiences and final exam scores between two (bio)medical science student cohorts who worked with different CBL-containing CAFAs. Results: A total of 389 students participated in the study. After completion 159 (41%) filled in a questionnaire on their experience with CBL during supervised CAFAs. In the control group the median duration of student-instructor interactions was 90 s (range 60-140 s), and this increased with 20 s to 110 s (range 60-150 s) in the group working with a CBL-based CAFA. The number of interactions was similar in both groups (0.22 per student per hour, regardless of CBL inclusion). Forty percent of the students expected that CBL would positively influence their study behavior, and 23% also anticipated a positive effect on examination scores. Student examination scores, however, were not affected by CBL. Almost half of the students (43%) were in favor of CBL inclusion in future computerassisted learning modules, whereas 33% did not see merit in including CBL in CAFAs. Conclusions: Incorporation of CBL in a single formative assessment led to a slight increase in student-instructor interaction times, but had effect neither on the number of student-instructor interactions nor on exam scores. CBL inclusion positively influenced student's appreciation of the coursework, presumably by helping students to evaluate their mastery level and identify misconceptions. A more extensive enrollment of CBL beyond an individual formative assessment, throughout a course or a curriculum, may possibly reveal positive effects on study efficacy.
The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical s... more The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical students after completing their three-year master programme in medicine. The Framework thus helps to guarantee to society at large and to patients in particular that medical graduates who are starting out as practitioners have attained a certain professional level. This level is the aggregate of the physicians' target profile, physicians' (sub-) competencies to be achieved and the list of issues relating to illness and health. In addition, the Framework also defines the profile of the bachelor and the learning outcomes of the bachelor programme in medicine.
CBL results for individual questions are available for on-screen inspection, printing and filing.... more CBL results for individual questions are available for on-screen inspection, printing and filing. Upon selecting the link â Klik hier om de scores per vraag te bekijkenâ on the final results page (Fig. 2) in CBL-based CAFA modules, a full list of results for individual filled-out questions is displayed on the background color assigned to the respective certainty-based learning score (see Additional file 1). The various columns present the question number (VRAAG), the knowledge score (STATUS), the certainty level (ZEKERHEID) and the certainty-based SCORE. Note that only questions that were fully answered will be shown (in this case all 30). (PNG 208 kb)
Feedback to students based on certainty-based learning as displayed in Cell Biology computer-assi... more Feedback to students based on certainty-based learning as displayed in Cell Biology computer-assisted formative assessment modules. Both the Dutch version used in the current study (A) and the English equivalent (B) are shown. Scores corresponds to the scheme used at the University College London [24]. An incorrect answer will not lead to a penalty if students indicate to be uncertain (score 0 for "not sure"). Wrong answers that are provided with confidence, however, result in a firm warning through negative points (score = − 6). Students that answer correctly but are not sure will not be able to gain maximal scores (1 or 2 instead of 3 points). Only students that provide a correct answer AND are fully confident about this will get the full bonus; the student knows he/she knows. At the end of a CAFA module one can then provide students with tailored feedback, including study advice, specified for each CBL score category. (PNG 335 kb)
Questionnaire with 19 questions, including a request for further comments, on CBL use (in Dutch).... more Questionnaire with 19 questions, including a request for further comments, on CBL use (in Dutch). (PDF 75 kb)
Schematic overview of the applied cross-over study to investigate a possible added value of certa... more Schematic overview of the applied cross-over study to investigate a possible added value of certainty-based learning in computer-assisted formative assessment modules. A description of the various components and steps in the study is provided in the Methods section. (PNG 74 kb)
CBL script in Lectora Online. A) Example set-up of a program with 14 questions. B) Detailed look ... more CBL script in Lectora Online. A) Example set-up of a program with 14 questions. B) Detailed look at CBL-module in question 4. C) Upon entering the page "results", student's performance is calculated and shown. D) Additional actions required to display student results per question. (PNG 1435 kb)
The 2009 framework for undergraduate medical education in the Netherlands The 2009 Framework defi... more The 2009 framework for undergraduate medical education in the Netherlands The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical students after completing their three-year master programme in medicine. The Framework thus helps to guarantee to society at large and to patients in particular that medical graduates who are starting out as practitioners have attained a certain professional level. This level is the aggregate of the physicians ’ target profile, physicians’ (sub-) competencies to be achieved and the list of issues relating to illness and health. In addition, the Framework also defines the profile of the bachelor and the learning outcomes of the bachelor programme in medicine.
Background: Study motivation and knowledge retention benefit from regular student self-assessment... more Background: Study motivation and knowledge retention benefit from regular student self-assessments. Inclusion of certainty-based learning (CBL) in computer-assisted formative tests may further enhance this by enabling students to identify whether they are uninformed or misinformed regarding the topics tested, which may trigger future study actions including instructor consultation. Methods: Using a cross-over study design involving two out of thirteen computer-assisted formative assessments (CAFAs) of a first-year cell biology course, we compared student-instructor interactions, student learning experiences and final exam scores between two (bio)medical science student cohorts who worked with different CBL-containing CAFAs. Results: A total of 389 students participated in the study. After completion 159 (41%) filled in a questionnaire on their experience with CBL during supervised CAFAs. In the control group the median duration of student-instructor interactions was 90 s (range 60-140 s), and this increased with 20 s to 110 s (range 60-150 s) in the group working with a CBL-based CAFA. The number of interactions was similar in both groups (0.22 per student per hour, regardless of CBL inclusion). Forty percent of the students expected that CBL would positively influence their study behavior, and 23% also anticipated a positive effect on examination scores. Student examination scores, however, were not affected by CBL. Almost half of the students (43%) were in favor of CBL inclusion in future computerassisted learning modules, whereas 33% did not see merit in including CBL in CAFAs. Conclusions: Incorporation of CBL in a single formative assessment led to a slight increase in student-instructor interaction times, but had effect neither on the number of student-instructor interactions nor on exam scores. CBL inclusion positively influenced student's appreciation of the coursework, presumably by helping students to evaluate their mastery level and identify misconceptions. A more extensive enrollment of CBL beyond an individual formative assessment, throughout a course or a curriculum, may possibly reveal positive effects on study efficacy.
The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical s... more The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical students after completing their three-year master programme in medicine. The Framework thus helps to guarantee to society at large and to patients in particular that medical graduates who are starting out as practitioners have attained a certain professional level. This level is the aggregate of the physicians' target profile, physicians' (sub-) competencies to be achieved and the list of issues relating to illness and health. In addition, the Framework also defines the profile of the bachelor and the learning outcomes of the bachelor programme in medicine.
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