gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

15.09. - 17.09.2022, Halle (Saale)

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How do medical students use curriculum-aligned formative self-testing?

Meeting Abstract

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  • presenting/speaker Julius Josef Kaminski - Charité – Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum medizinische Hochschullehre und evidenzbasierte Ausbildungsforschung, Berlin, Deutschland
  • Ylva Holzhausen - Charité – Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum medizinische Hochschullehre und evidenzbasierte Ausbildungsforschung, Berlin, Deutschland
  • Anne Franz - Charité – Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum medizinische Hochschullehre und evidenzbasierte Ausbildungsforschung, Berlin, Deutschland
  • Hans Hellfried Wedenig - Charité – Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum medizinische Hochschullehre und evidenzbasierte Ausbildungsforschung, Berlin, Deutschland
  • Harm Peters - Charité – Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum medizinische Hochschullehre und evidenzbasierte Ausbildungsforschung, Berlin, Deutschland

Gemeinsame Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) und des Arbeitskreises zur Weiterentwicklung der Lehre in der Zahnmedizin (AKWLZ). Halle (Saale), 15.-17.09.2022. Düsseldorf: German Medical Science GMS Publishing House; 2022. DocV-01-04

doi: 10.3205/22gma004, urn:nbn:de:0183-22gma0046

Veröffentlicht: 14. September 2022

© 2022 Kaminski et al.
Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). Lizenz-Angaben siehe http://creativecommons.org/licenses/by/4.0/.

Gliederung

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Objective: We recently introduced an online platform for test-enhanced learning (TELLme) at the Charité Berlin. TELLme consists of more than 8000 curriculum-aligned multiple-choice questions from previous summative assessments with automated formative feedback, including annotations on the correct or incorrect answers. TELLme is freely accessible 24/7 for all medical students at our school to allow self-testing whenever wanted. This study aims to analyse how the students use the TELLme platform and how this integrates with other resources for self-directed learning.

Methods: In winter 2021/22, we online surveyed voluntarily and anonymously the medical students at Charité using multiple-answer questions and Likert ratings on given statements and analysed responses using descriptive statistics.

Results: A total of 462 students responded. TELLme represents the third most widely used learning resource (78%) out of 13 given resources (86% use written class summaries of peer-students, 83% copies of previous exams, and 44%, for instance, digital flashcards). In the Likert ratings, 73% agree or strongly agree that TELLme offers good study support. Furthermore, 75% of the students agree or strongly agree that they use TELLme to identify gaps in their acquired knowledge and address them. In comparison, about 50% agree or strongly agree to use TELLme to memorise and train exam questions.

Discussion: Most students use the TELLme platform flexibly combined with other learning resources for their self-directed learning. TELLme is commonly used to identify gaps in acquired knowledge at an individual level along the regular course of studies and to address these gaps specifically by self-directed studying.

Take home message: A curriculum-aligned test enhanced learning platform is highly used and valued by medical students for self-directing their learning.