00000ctm a22000003i 4500 UP-1685523046126318221 Buklod 20231106114529.0 m |o d | ta 230906s1997 xx d |||| || | (iLib)UPMNL-00015383178 NTTCHP rda eng LG995 1997 H32 C84 Cueto, Jose Y. Jr. author The effect of the method of evaluation on the study habits of fourth year medical students of the De La Salle University College of Medicine Jose Y. Cueto Jr. 1997 73 leaves text rdacontent unmediated rdamedia volume rdacarrier Major project (Master of Health Professions Education)--University of the Philippines Manila Medical students have their own individual learning styles and study activities. Previous studies have shown that these are influenced by many factors, foremost of which is the method by which they are evaluated or assessed. This study was conducted to determine the effect of two methods of evaluation: written/oral examinations and objective structured clinical examination (OSCE) on the study habits of 4th year medical students of the De La Salle University College of Medicine. The study population consisted of 56 clinical clerks who rotated in the Department of Surgery and the Department of Obstetrics and Gynecology. The end-of-rotation evaluation method was OSCE in Surgery and written/oral examinations in Obstetrics and Gynecology. Through the use of a logbook of daily activities, the study activities, frequency and time spent in these activities were recorded before and after the students were informed of the method of evaluation. To add depth to the quantitative data, focus group discussions (FGD) were conducted at the end of each one-week recording of activities. The results showed that there were no significant differences in the mean study hours of students before and after being informed of the method of evaluation. However, there was an increase in the frequency of writing/reviewing progress notes and practicing clinical skills in students evaluated by the OSCE. There was a decrease in reading textbooks/handbooks and reviewing old notes/old examinations. For students evaluated by the written/oral examinations, there was an increase in frequency or number of times spent for reading textbooks and attending rounds. There was a decrease in practicing clinical skills. The mean study hours were correlated with five variables: age, sex, class, rank, general weighted average and rotation sequence. The multiple regression analysis showed that there was no significant overall regression using the five independent variables. The FGD responses showed that majority of students indulged in study activities consisting mainly of reading textbooks, handbooks, old notes and old examination questions. Students were mainly motivated by the concern to pass their exams and to please family and friends. After being informed of the method of evaluation, the students to be evaluated by the OSCE prepared by reviewing their progress notes and practicing their clinical skills. They knew that questions would be based on the cases they have handled, and that clinical skills would be tested. The students tested by written/oral examinations prepared mainly by reading their textbooks and handbooks. The study therefore, showed that the method of evaluation influenced the kind of study activities and how frequent students indulged in these activities. The method of evaluation had no effect on the mean study hours. There was also no relationship between the mean study hours with age, sex, class rank, general weighted average and sequence of departmental rotation. Based on the results of the study, the following are recommended: 1) Proper orientations and guidance be given to students regarding learning styles and study activities appropriate for medical education; 2) Attention and effort be accorded and exerted to enhance motivation and goal-orientation and that motivation be considered one of the criteria by which students are screened for entry into medical school; 3) Recognition be given to the powerful influence that the assessment scheme and the methods of evaluation exert on the study activities of medical students so that the appropriate evaluation be chosen to ensure that student behavior will change towards the desired directions. Medical students Learning strategies. UP FI UPMNL NTTC LG 995 1997 H32 C84 Thesis