engleski

Integration of online formative assessments into medical education: experience from University of Zagreb Medical School, Croatia

Student usage of computer-supported systems is far from being well understood and, consequently, the evolution of technology and pedagogy for these systems will continue for some time before agreed understanding and standards will have emerged. Our modest experience presented in this paper, as well as documented in works of other educational researchers, permits us to say that students’ progress in a mixed WBL/PBL collaborative environment can be positively affected by the use of technology. The improvement discussed in this paper relates to students using web applications that can be embedded into the assessment activities so that more interesting and challenging problems can be presented to students in an online format. With an appropriate organization of formative assessments instructors can have students engaged in doing, rather than just passive experiencing or reading. Thus, the unique features of web-based instructional environment open up a new frontier for online instructors to practice a more student-centered pedagogy. Still, we must never forget that the effectiveness of a course is less dependent upon the enabling technology than on the skill with which the instructor uses the available technology to construct learning experiences.

formative assessment; medical education

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