Physiotherapy student’s perception of problem based learning

Background: Problem based learning ensures that students are actively engaged in their learning- they set their own objectives and they reinforce what they have learned through discussion with their colleagues. This approach is known to promote deep learning, in contrast to much of the superficial learning happens in traditional methods. To support their learning through engaging them in learning activities and providing feedback. Student’s ability to perform in a professional context, to recognize their need to acquire new knowledge and skills and to view learning holistically. Objective of the study was to assess the third year physiotherapy students’ perception of problem based learning sessions in musculoskeletal condition.Methods: The study was conducted on 22 students of III-year physiotherapy graduate course. Sequential arrangement of PBL sessions was implemented by triple jump assessment on osteoarthritis of knee. Post project feedback questionnaire from students obtained from self-assessment, peer assessment. The responses obtained were analyzed.Results: All the student strongly agreed that The PBL scenarios motivated them to use additional learning resources, The PBL scenarios stimulated their interest in musculoskeletal. The students also agreed that the content of the PBL scenarios fitted their level of knowledge; The PBL scenarios effectively illustrated medical concepts. All the students totally agreed that PBL sessions appeared able to assess their own strengths and weaknesses within PBL, accepted and responded to criticism gracefully. Their peers gave input which was focused and relevant to the case, they were able to communicate well with each other. Students agreed that everyone among group completed tasks on time, they were actively participated in session, they shared new relevant information with group hence they felt their peers were responsible and respected.Conclusions: Students felt that the cases effectively illustrated medical concepts and fitted and reinforced the student musculoskeletal knowledge. They were convinced that scenarios motivated them to use additional resources and stimulated their interest and they enjoyed the process.

Relationship of Peer- and Self Assessments in the Anatomy Laboratory and Academic Performance of Gross Anatomy / 체질인류학회지

Gross anatomy, with cadaver laboratory dissection, is in a unique position to preside over a rich number of activities such as the team work, integrity, active learning, communication in the small group-all aspects of professional conduct. The purposes of this study are to investigate the correlation of professionalism with academic performance and the characteristics of groups of students in the performance variables. First-year Pusan National University School of Medicine students (n=108) from the Class of 2015 taking the gross anatomy course were required to do the self- and peer assessment about the professional behaviors of each of the six members of their dissecting group. The students were classified into one of four subgroups based on their deviation from the self- and peer assessment medians, such as high peer/high self (HP/HS), high peer/low self (HP/LS), low peer/high self (LP/HS), low peer/low self (LP/LS). There were significant higher scores in the high peer groups (HP/HS, HP/LS) in comparison with low peer groups (LP/HS, LP/LS) in the academic performance of end-of-term (F=3.24), credit (F=3.54), pre-Lab (F=3.94), practical examination (F=3.60) scores. Significant correlations among academic performance variables were observed generally. There were some differences in the correlation in the practical examination and other variables. The relatively high correlation between practical examination and other variables is HP/HS, followed by LP/LS, LP/HS and then HP/LS. In conclusion, peer- and self assessment subgroups showed a significant differences in the academic performance. This assignment would be available to evaluate work habits of professionalism in the gross anatomy laboratory. It is suggested that HP/HS group was more adaptable in the contextual leaning the gross anatomy course.

Application of mean difference method in students' self-and peer-assessment / 中华医学教育探索杂志

Objective To explore an effective evaluation method for students' self-and peer-assess-ment. Methods The students of 6 groups participating in extracurricular teaching activities were selected as research subject. Traditional method (final score = mean score of group/2 + teacher's score/2) and mean difference method [final score=teacher's score-(mean difference of group-mean difference of all groups)] were used to calculate final score of each group, and effect of two methods were compared. Results Scores of most groups were higher than the teacher's scores, and high scores were given by group 3 in self- and peer-assessment. The final score of all groups were higher than teacher's scores in traditional method. Compared with teacher's scores, final scores increased significantly in group 1, 4, 5 below mean difference, final score decreased significantly in group 2, 3 above mean difference, and final score did not differ in group 6 equal to mean difference in mean difference method. Conclusion The mean difference method can reflect the effect of student's self- and peer-assessment, and guide student to make objective and accurate evaluation. It is a more reasonable and scientific evaluation method for self-and peer-assessment.

Correlation between Peer Assessment Score and Final Examination Mark among IIUM First Year Medical Students

Peer assessment has been shown to complement both formative and summative evaluations in education and used in some medical programmes. The study was aimed to find correlation between group work peer assessment score and final examination mark among four batches of International Islamic University Malaysia (IIUM) first year MBBS students. Method: A set of four questions was constructed and tested to assess students’ overall role in their group research project. The difference in distribution according to years was tested by using one-way ANOVA or Kruskal-Wallis, depending on the data distribution. Pearson correlation coefficient test was done to test the linear association between peer score and final examination mark. Partial correlation test was used to adjust the correlation for four academic years. Results: From the analysed data of 502 students, there was moderate, significant positive correlation (0.366) between peer assessment score and the final examination mark (P < 0.001). Adjustment to the academic years resulted in correlation coefficient of 0.371. Conclusion: The results provide an important insight on the influence of peers’ perception in predicting the medical student academic performance.

The Improvement and Completion of Outcome index: A new assessment system for quality of orthodontic treatment / 대한치과교정학회지

OBJECTIVE: Given the considerable disagreement between the Peer Assessment Rating (PAR) index and the American Board of Orthodontics Cast-Radiograph Evaluation, we aimed to develop a novel assessment system-the Improvement and Completion of Outcome (ICO) index-to evaluate the outcome of orthodontic treatment. METHODS: Sixteen criteria from 4 major categories were established to represent the pretreatment malocclusion status, as well as the degree of improvement and level of completion of outcome during/after treatment: dental relationship (arch length discrepancy, irregularity, U1-SN, and IMPA); anteroposterior relationship (overjet, right and left molar position, ANB); vertical relationship (anterior overbite, anterior open-bite, lateral open-bite, SN-MP); and transverse relationship (dental midline discrepancy, chin point deviation, posterior cross-bite, occlusal plane cant). The score for each criterion was defined from 0 or −1 (worst) to 5 (ideal value or normal occlusion) in gradations of 1. The sum of the scores in each category indicates the area and extent of the problems. Improvement and completion percentages were estimated based on the pre- and post-treatment total scores and the maximum total score. If the completion percentage exceeded 80%, treatment outcome was considered successful. RESULTS: Two cases, Class I malocclusion and skeletal Class III malocclusion, are presented to represent the assessment procedure using the ICO index. The difference in the level of improvement and completion of treatment outcome can be clearly explained by using 2 percentage values. CONCLUSIONS: Thus, the ICO index enables the evaluation of the quality of orthodontic treatment objectively and consecutively throughout the entire treatment process.

Peer assessment rating analysis of the influencing factors of treatment outcomes of 80 cases underwent ortho-dontic therapy / 实用口腔医学杂志

Objective:To analyze some clinical factors influencing the treatment outcomes by Peer assessment rating(PAR).Meth-ods:80 cases underwent othordontic therapy were included.The clinical data and treatment effects were analyzed by PAR,the behav-ioral and psychological evaluation of the subjects was collected and analyzed by statistics.Results:Improvement and great improvement were achieved in 42.5% and 56.3% of the patients.There was no significant difference in different groups of gender,bone-facial con-tour classification and tooth extraction,but there was a significant difference in different groups of Angle classification in terms of pre-treatment PAR and reduction of PAR.There was a linear regression between pre-treatment PAR and reduction of PAR and percentage reduction of PAR,respectively.PAR showed more decrease in the patients of Angle class III classification,than in those with Class II and Class I.Conclusion:PAR is less influenced by gender,bone-facial contour,classification and tooth extraction.PAR evaluation shows that the more severe initial Angle malocclusion the patients have,the more significant improvement they may finally obtain.

Orthodontic Treatment Need And Outcome At University

The study aimed to assess patient satisfaction withtheir orthodontic treatment outcome and type of casesaccepted for orthodontic treatment at the Faculty ofDentistry, University of Malaya (UM) and to audit thequality of treatment outcome. The standard set were100% patient should be satisfied with their treatmentoutcome and less than 5% of the proportion of casesshould fall in the “worse/no different’ category with amean reduction of Peer Assessment Rating (PAR) scorebeing greater than 70%. Records of cases that hadcompleted orthodontic treatment were traced. Surveyforms were sent to 150 patients that had met theinclusion and exclusion criteria. Their intact studymodels were assessed for the Index of OrthodonticTreatment Need (IOTN) and PAR. 21.3% responded tothe survey, of which 59.4% had treatment involvingfixed appliances and 37.6% had either removable orfunctional appliances or retainers. 93.8% respondentswere satisfied with their dental alignment and 87.5%with the overall treatment results. For the dental healthcomponent of the IOTN, 63.3% had ‘definite need’ and21.1% had ‘borderline need’ for treatment. For theaesthetic component of the IOTN, 24.2% had ‘definiteneed’ and 32.0% had‘borderline need’ for treatment.For the PAR, 8.0% had an outcome of “worst/nodifferent”. The mean PAR reduction score was 75.3%.In conclusion, although majority were satisfied withtheir treatment results, there is still a need to improveon the standard of care to address the issues of theminority who were not satisfied with the treatmentoutcome.

The objective and quantitative analysis of malocclusion: Part 2. Influence of malocclusion compenents to treatment difficulty / 대한치과교정학회지

As one of the variations in growth and development of the craniofacial complex, malocclusion shows lack of concordance in the recognition and severity of malocclusion for dentists as well as the acceptance and need of orthodontic treatment for the patient. The purposes of this study were 1) to examine the relationships between objective malocclusion severity and subjective treatment difficulty, 2) to evaluate the effect of malocclusion components to the subjective perceived difficulty of treatment, 3) to establish the weighted values of malocclusion components to reflect the treatment difficulty. 100 pairs of dental casts with the general characteristics of malocclusion, were selected from the orthodontic departments of Kyunghee University and Samsung Medical Center. The severity of malocclusion was evaluated by the author with the PAR index. The perceived treatment difficulty and the estimated treatment duration on these dental models were evaluated by 8 experienced orthodontists. The relationships between the objective malocclusion severity and the subjective treatment difficulty were statistically evaluated, and the weighted values of malocclusion components to reflect treatment difficulty were statistically formulated. There were significant relationships between objective malocclusion severity and subjective treatment difficulty. The malocclusion components which significantly affected the treatment difficulty and their weighted values in parentheses were as follows; upper anterior alignment (1), overbite (2), buccal occlusion (3), midline (4), and overjet (5). This study provides the fundamental principle to evaluate the objective malocclusion severity which is reflected by the subjective treatment difficulty of Korean orthodontists.