Cumulative oral examinations in undergraduate human physiology: process, student perceptions, and outcomes | Zendy

Anne R. Crecelius | Zendy; Lara R. DeRuisseau | Zendy; Josef Brandauer | Zendy

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Cumulative oral examinations in undergraduate human physiology: process, student perceptions, and outcomes

Author(s) -

Anne R. Crecelius,

Lara R. DeRuisseau,

Josef Brandauer

Publication year - 2021

Publication title -

ajp advances in physiology education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.501

H-Index - 60

eISSN - 1522-1229

pISSN - 1043-4046

DOI - 10.1152/advan.00028.2021

Subject(s) - rubric , grading (engineering) , medical education , oral examination , educational measurement , perception , psychology , medicine , mathematics education , physiology , curriculum , pedagogy , dentistry , oral health , biology , ecology , neuroscience

Assessment methods vary widely across undergraduate physiology courses. Here, a cumulative oral examination was administered in two sections of a 300-level undergraduate physiology course. Student performance was quantified via instructor grading using a rubric, and self-perceptions ( n = 55) were collected via survey. Overall, students affirmed that the oral examination assisted in their learning, specifically by leading them to begin preparation for their final written exam earlier than they otherwise would. The instructor considered the oral exam useful for student learning by providing a scaffold to the written final exam and a way to connect with students before a high-stakes final exam. Specific details of the examination format and suggestions and considerations for those considering this assessment approach are provided.

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