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10.3402/meo.v20.26765 http://scihub22266oqcxt.onion/10.3402/meo.v20.26765 C4382594!4382594!25833824     free     free     free Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Med+Educ+Online 2015 ; 20 (ä): ä Nephropedia Template TP {{tp|p=25833824|t=2015. Medical student web-based formative assessment tool for renal pathology |pdf=|usr=}}{{25833824}} gab.com Text Medical student web-based formative assessment tool for renal pathology JO: Med Educ Online http://www.kidney.de/pget.php?&tw=1&pmid=25833824 #FOAvip Background: Web-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning. Objectives: To explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course. Methods: Students were given unrestricted and optional access to quizzes. Performance on quizzed and non-quizzed materials of those who used (?quizzers?) and did not use the tool (?non-quizzers?) was compared. Frequency of tool usage was analyzed and satisfaction surveys were utilized at the end of the course. Results: In total, 82.6% of the students used quizzes. The greatest usage was observed on the day before the final exam. Students repeated interactive and more challenging quizzes more often. Average means between final exam scores for quizzed and unrelated materials were almost equal for ?quizzers? and ?non-quizzers?, but ?quizzers? performed statistically better than ?non-quizzers? on both, quizzed (p=0.001) and non-quizzed (p=0.024) topics. In total, 89% of surveyed students thought quizzes improved their learning experience in this course. Conclusions: Our new computer-assisted learning tool is popular, and although its use can predict the final exam outcome, it does not provide strong evidence for direct improvement in academic performance. Students who chose to use quizzes did well on all aspects of the final exam and most commonly used quizzes to practice for final exam. Our efforts to revitalize the course material and promote learning by adding interactive online formative assessments improved students? learning experience overall. Twit Text FOAVip Medical student web-based formative assessment tool for renal pathology ????Med Educ Online http://www.kidney.de/pget.php?&tw=1&pmid=25833824 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=25833824 #FOAvip English Wikipedia <ref>{{Cite pmid|25833824}}</ref> Medical student web-based formative assessment tool for renal pathology #MMPMID25833824 Bijol V; Byrne-Dugan CJ; Hoenig MP Med Educ Online 2015[]; 20 (ä): ä PMID25833824show ga Background: Web-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning. Objectives: To explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course. Methods: Students were given unrestricted and optional access to quizzes. Performance on quizzed and non-quizzed materials of those who used (?quizzers?) and did not use the tool (?non-quizzers?) was compared. Frequency of tool usage was analyzed and satisfaction surveys were utilized at the end of the course. Results: In total, 82.6% of the students used quizzes. The greatest usage was observed on the day before the final exam. Students repeated interactive and more challenging quizzes more often. Average means between final exam scores for quizzed and unrelated materials were almost equal for ?quizzers? and ?non-quizzers?, but ?quizzers? performed statistically better than ?non-quizzers? on both, quizzed (p=0.001) and non-quizzed (p=0.024) topics. In total, 89% of surveyed students thought quizzes improved their learning experience in this course. Conclusions: Our new computer-assisted learning tool is popular, and although its use can predict the final exam outcome, it does not provide strong evidence for direct improvement in academic performance. Students who chose to use quizzes did well on all aspects of the final exam and most commonly used quizzes to practice for final exam. Our efforts to revitalize the course material and promote learning by adding interactive online formative assessments improved students? learning experience overall. äMedical student web-based formative assessment tool for renal patholog(epmc).pdf DeepDyve Pubget Overpricing