Assessment for Learning with Ungraded and Graded Assessments.

Introduction: Assessment for learning has many benefits, but learners will still encounter high-stakes decisions about their performance throughout training. It is unknown if assessment for learning can be promoted with a combination model where scores from some assessments are factored into course grades and scores from other assessments are not used for course grading. Methods: At the University of Utah School of Medicine, year 1-2 medical students (MS) completed multiple-choice question quiz assessments and final examinations in six systems-based science courses. Quiz and final examination performance counted toward course grades for MS2017-MS2018. Starting with the MS2020 cohort, quizzes no longer counted toward course grades. Quiz, final examination, and Step 1 scores were compared between ungraded quiz and graded quiz cohorts with independent samples t-tests. Student and faculty feedback was collected. Results: Quiz performance was not different for the ungraded and graded cohorts (p = 0.173). Ungraded cohorts scored 4% higher on final examinations than graded cohorts (p ≤ 0.001, d = 0.88). Ungraded cohorts scored above the national average and 11 points higher on Step 1 compared to graded cohorts, who had scored below the national average (p ≤ 0.001, d = 0.64). During the study period, Step 1 scores increased by 2 points nationally. Student feedback was positive, and faculty felt it improved their relationship with students. Discussion: The change to ungraded quizzes did not negatively affect final examination or Step 1 performance, suggesting a combination of ungraded and graded assessments can effectively promote assessment for learning.

Instagram as a virtual art display for medical students.

Implication Statement We require our medical students to create art as part of a core course. Projects have historically been displayed at our health sciences library. During a rapid adjustment to virtual teaching at the onset of the COVID-19 pandemic, using Instagram to hold a virtual art show was a quickly implemented alternative. With student consent, course directors posted different artwork every weekday for eight weeks to a course account. By capitalizing on the visual strengths and extensive reach of the Instagram platform, we promoted our medical students' talents both locally and nationally. We plan to use Instagram and in-person displays in the future. Énoncé des implications de la recherche Dans un de leurs cours du tronc commun, nos étudiants en médecine sont amenés à faire de l'art. Avant la pandémie de la COVID-19, leurs projets étaient exposés à la bibliothèque des sciences de la santé. La solution de rechange trouvée dans le cadre d'une adaptation rapide à l'enseignement virtuel au début de la pandémie a été d'utiliser Instagram pour exposer virtuellement les œuvres. Avec le consentement des étudiants, les responsables de cours ont publié des œuvres différentes tous les jours pendant huit semaines sur un compte Instagram créé pour le cours. Tirant parti des atouts visuels et de la vaste portée de la plateforme, nous avons pu promouvoir les talents de nos étudiants en médecine tant au niveau local qu'au niveau national. À l'avenir, nous comptons combiner les expositions physiques et Instagram.