The weakest items in years 1–3 were those requiring and activity. Analysis of variance demonstrated no difference between different cohorts in the same year of study. Response rates were 87.6%, 72.3%, 85.6%, and 87.1% for students in years 1–4, respectively. These compared favorably with the published results for the JeffSPLL and JeffSPLL-MS. Results: The validity and reliability of the JeffSPLL-MS instrument demonstrated the Cronbach alpha as 0.83 with a test-retest reliability of 0.67. Analyses were performed with SPSS and Excel. The descriptors were linked to Likert response anchors of agreement to provide information about each item. Items on the survey described activities and attitudes in individuals motivated to learn including the ability to recognize learning needs. Students self-identified for purposes of tracking outcomes.
Methods: The JeffSPLL-MS, a 14-item survey tool adapted for medical students, was administered to students at the beginning of years 1–3 and during year 4. This study assessed learning beliefs and motivation, attention to learning, and technical skills in seeking information. The Jefferson Scale for Physician Lifelong Learning (JeffSPL) provides the most consistent measure of lifelong learning among physicians.
Purpose: The purpose of this study was to investigate attitudes and behaviors among students toward lifelong learning. Trinity Medical Sciences University | Trinity Medical Sciences University Results: The percentage correct on the final summative assessment was 0.90 ± 0.07 SD for items whose LOs were formatively assessed in a proctored setting compared to 0.80 ± 0.17 SD for items whose LOs were assessed in a non-proctored setting.Ĭonclusion: The present study suggests that participation in proctored formative assessments may correlate with greater success on final summative exams, as demonstrated by an 11% increase in correct responses on questions with identical LOs previously assessed in proctored formative setting.ġ03 - Analysis of Lifelong Learning Behaviors and Attitudes and Academic Performance: a Four-Year Study Student performance on summative exam MCQs with LOs that were previously assessed in the proctored formative was compared to summative assessment performance on LOs that were previously assessed in non-proctored formative assessments. All MCQs were linked to United States Medical Licensing Examination (USMLE) topics and learning objectives (LOs) prior to both formative and summative exam administration. At the end of the block, a cumulative summative 100 MCQ exam was administered to all year 1 medical students. Methods: During the seven weeks of the Block 1 curriculum at the University of Illinois College of Medicine at Peoria (UICOMP), we administered weekly multiple-choice question (MCQ) formative assessments in either a proctored or non-proctored setting to 58 year 1 medical students. The purpose of this study was to examine whether administering formative assessment in a proctored versus non-proctored setting influences student performance on final summative exams. Purpose: Despite significant evidence supporting the use of formative exams in undergraduate medical education, the potential impact of the setting in which they are administered has not been previously explored. Health Sciences Education Department, University of Illinois College of Medicine Peoria | University of Illinois College of Medicine Chicago Yerko Berrocal | Andrew Darr | Jonathan Fisher | Jenna Regan | Amy Lin | Richard Tapping
KDA_6_20215D - Outer openings (Screens/Air Curtains) Except when flying insects and other pests are absent due to the location of the ESTABLISHMENT, the weather, or other limiting condition, if the windows or doors of a FOOD ESTABLISHMENT, or of a larger structure within which a FOOD ESTABLISHMENT is located, are kept open for ventilation or other purposes, or a TEMPORARY FOOD ESTABLISHMENT is not provided with windows and doors, the openings shall be protected against the entry of insects and rodents by: 16 mesh to 25.4 mm (16 mesh to 1 inch) screens- properly designed and installed air curtains to control flying insects- or, other effective means.102 - Administration of Formative Assessments in a Proctored Setting is Associated with Improved Summative Assessment Performance in Undergraduate Medical Education.4-302.14 - A test kit or other DEVICE that accurately Measures the concentration IN mg/L of SANITIZING solutions shall be provided.KDA_Defacto -Mop water is pour from a pitcher into a bucket and dumped into the floor drain in the toilet room.KDA_6_20215D -Front door open without a screenduring inspection.4-302.14 -No test strips available for chlorine sanitizer Corrected on Site (COS) Gave approximately 2 inches of chlorine test strips.