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10.1186/s12909-021-02521-1 http://scihub22266oqcxt.onion/10.1186/s12909-021-02521-1 33530962!7851803!33530962     free     free     free Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 245.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       BMC+Med+Educ 2021 ; 21 (1): 86 Nephropedia Template TP {{tp|p=33530962|t=2021. Effect of remote online exam delivery on student experience and performance in applied knowledge tests |pdf=|usr=}}{{33530962}} gab.com Text Effect of remote online exam delivery on student experience and performance in applied knowledge tests JO: BMC Med Educ http://www.kidney.de/pget.php?&tw=1&pmid=33530962 #FOAvip BACKGROUND: The use of remote online delivery of summative assessments has been underexplored in medical education. Due to the COVID-19 pandemic, all end of year applied knowledge multiple choice question (MCQ) tests at one UK medical school were switched from on campus to remote assessments. METHODS: We conducted an online survey of student experience with remote exam delivery and compared test performance in remote versus invigilated campus-based forms of similar assessments for Year 4 and 5 students across two academic years. RESULTS: Very few students experienced technical or practical problems in completing their exam remotely. Test anxiety was reduced for some students but increased for others. The majority of students preferred the traditional setting of invigilated exams in a computer lab, feeling this ensured an even playing field for all candidates. Mean score was higher for Year 4 students in the remotely-delivered versus campus-based form of the same exam (76.53% [SD 6.57] vs. 72.81% [6.64]; t(438.38) = 5.94, p = 0.001; d = 0.56), whereas candidate performance was equivalent across both forms for Year 5 students. CONCLUSIONS: Remote online MCQ exam delivery is an effective and generally acceptable approach to summative assessment, and could be used again in future without detriment to students if onsite delivery is not possible. Twit Text FOAVip Effect of remote online exam delivery on student experience and performance in applied knowledge tests ????BMC Med Educ http://www.kidney.de/pget.php?&tw=1&pmid=33530962 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33530962 #FOAvip English Wikipedia <ref>{{Cite pmid|33530962}}</ref> Effect of remote online exam delivery on student experience and performance in applied knowledge tests #MMPMID33530962 Jaap A; Dewar A; Duncan C; Fairhurst K; Hope D; Kluth D BMC Med Educ 2021[Feb]; 21 (1): 86 PMID33530962show ga BACKGROUND: The use of remote online delivery of summative assessments has been underexplored in medical education. Due to the COVID-19 pandemic, all end of year applied knowledge multiple choice question (MCQ) tests at one UK medical school were switched from on campus to remote assessments. METHODS: We conducted an online survey of student experience with remote exam delivery and compared test performance in remote versus invigilated campus-based forms of similar assessments for Year 4 and 5 students across two academic years. RESULTS: Very few students experienced technical or practical problems in completing their exam remotely. Test anxiety was reduced for some students but increased for others. The majority of students preferred the traditional setting of invigilated exams in a computer lab, feeling this ensured an even playing field for all candidates. Mean score was higher for Year 4 students in the remotely-delivered versus campus-based form of the same exam (76.53% [SD 6.57] vs. 72.81% [6.64]; t(438.38) = 5.94, p = 0.001; d = 0.56), whereas candidate performance was equivalent across both forms for Year 5 students. CONCLUSIONS: Remote online MCQ exam delivery is an effective and generally acceptable approach to summative assessment, and could be used again in future without detriment to students if onsite delivery is not possible. |*Academic Performance[MESH] |*COVID-19/epidemiology[MESH] |Anxiety[MESH] |Consumer Behavior[MESH] |Education, Distance/*methods[MESH] |Education, Medical, Undergraduate/*methods[MESH] |Educational Measurement/*methods/standards[MESH] |Humans[MESH] |Pandemics[MESH] |SARS-CoV-2[MESH] |Students/psychology[MESH]Effect of remote online exam delivery on student experience and perfor(epmc).pdf DeepDyve Pubget Overpricing