Index to Chiropractic Literature
Index to Chiropractic Literature
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ID 17326
  Title Structured self-assessment exercises as a substitute for small-group tutorial teaching in diagnostic imaging: student preferences and effects on examination performance
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Journal J Chiropr Educ. 2001 Fall;15(2):61-68
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Peer Review Yes
Publication Type Article
Abstract/Notes Research into chiropractic and medical education supports the concept of teaching in a problem-solving approach, simulating the realities of clinical practice. Along with this approach, small-group tutorials have more commonly become the method of delivery of course material, focusing on the learner rather than the teacher. However, offering frequent small-group tutorial sessions is very labor intensive for faculty. The purpose of this study was to determine whether or not structured self-assessment exercises could substitute for some small-group tutorial time without jeopardizing the quality of the students' education. At the end of the 1999-2000 academic year, a short questionnaire was administered to all 4th-year students to assess their attitudes and opinions about the value of each of the teaching/learning approaches utilized in radiology using a 5-point Likert scale. Final examination marks were compared to the previous cohort of students to determine changes in performance/radiological ability. The examination marks from the 4th-year cohort were compared to their own radiological examination marks from the previous year. The results indicate that students strongly prefer the small-group face-to-face tutorials with the faculty members but rated the self-assessment exercises as "above average" in usefulness. The interactive lecture was also rated as "very useful." There was no meaningful or significant change in the final examination performances between the current 4th-year cohort and the previous group of students. For the first time in 10 years, no student failed the final film reading examination. It was concluded that the structured self-assessment exercises can serve as a very valuable learning tool and significantly reduce tutor contact time in an overburdened time-table but do not have a negative impact on students' diagnostic abilities. A combination of small-group tutorials and structured self-assessment exercises is the preferred approach, balancing the wishes of the students with the needs of the faculty as well as providing a varied educational learning experience.

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