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Assessing Knowledge of the Health Sciences through Case‐Study Presentations
Author(s) -
Matz Jeannine M
Publication year - 2006
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.20.4.a14-c
Subject(s) - rubric , presentation (obstetrics) , class (philosophy) , biomedical sciences , medical education , construct (python library) , critical thinking , scientific writing , psychology , mathematics education , liberal arts education , interview , the arts , medicine , computer science , higher education , pathology , sociology , radiology , art , literature , artificial intelligence , political science , anthropology , law , programming language
In order to measure knowledge of the health sciences at Mercy College of Health Sciences in Des Moines, Iowa, a rubric was generated to validate the following sciences: anatomy, physiology and pharmacology (minimally required scientific courses for all degree programs). Three times during the semester, groups of 2–3 students were given a short clinical scenario in their Physiology course. The students had a two‐week time frame to research, prepare and organize their presentations. The student presentations included an explanation of the diagnosis, the scientific understanding of mechanism concerning the etiology, symptoms and treatment of the pathophysiological condition. Since the presentations required a PowerPoint presentation, a minimum of a 5‐minute speech and critical thinking, the presentation also facilitated 3 of the 6 Liberal Arts and Sciences departmental objectives (use of technology, effective speaking, and critical thinking). Peers and faculty were able to ask questions and challenge student thought processes. Peers in the class were required to take notes and learn from the presentation through a 10‐point quiz assessment that followed the next week in class. The rubric was utilized to grade and assess the students. Each presentation was worth 5 points. Mercy College of Health Sciences had 95% of the students scoring 4 or 5 points. This was established as the benchmark for obtaining scientific knowledge of the health sciences at the associate degree level.