评估和反馈是医学教育的重要组成部分。登录到网站和访问电子学习模块可以监控作为形成性评价的一部分。形成或总结性评估电子学习课程可以使用多项选择题和扩展进行匹配的问题。多媒体增强虚拟病人情况下可用于评估之后,多项选择题或诊断推理测试。必须注意在诊断推理测试包括所有可能的正确答案,因为编程技术挑战性。我有一些保留在使用电子学习总结性评估学生的身份不能保证,可能会鼓励作弊。反馈在电子学习仅限于改正错误,很难提供详细的反馈。库克等人2008年进行了一项系统回顾和荟萃分析的基于互联网的教学在医学教育。他们认为学习比没有干预和传统教育一样有效。他们还得出结论,没有证据得出结论,电子学习比传统的教育。克拉克2002年证明学生学习非常满意。学生,但是,没有看到在线学习取代教师指导培训但作为补充,形成一个混合学习策略的一部分。
美国俄克拉何马论文代写:评估和反馈
Assessment and feedback are important elements of medical education. Time logged on to the website and accessing the e-learning modules can be monitored as a part of formative assessment. Formative or summative assessments in e-learning courses can be carried out using Multiple Choice Questions and Extended Matching Questions. Multimedia enhanced virtual patient case scenarios can be used for assessment followed by Multiple Choice Questions or diagnostic reasoning tests. Care must be taken to include all possible correct answers in diagnostic reasoning tests because programming can be technically challenging. I have some reservations in using e-learning summative assessments as the identity of the student can not be guaranteed and may encourage cheating. Feedback in e-learning is limited to correction of mistakes and it is difficult to provide detailed feedback.Cook et al 2008 conducted a systematic review and meta-analysis of internet based instruction in medical education. They have concluded that e-learning is better than no intervention and as effective as traditional education. They have also concluded that there is no evidence to conclude that e-learning is better than traditional education. Clark 2002 has demonstrated that students are very satisfied with e-learning. Students, however, do not see e-learning replacing instructor-led training but as a complement to it, forming a part of a blended learning strategy.
