ArticleJournal of education and health promotion2022
Teacher-led versus student-led seminar blended with portfolio for "assessment of learning": An interventional study.
Article in Journal of education and health promotion, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- Article
- Improving the quality of psychiatric residency training in Isfahan University of Medical Sciences by learning teams and changing curriculum implementation: An action research study.Journal of education and health promotion · 2024Article
- Article
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIncrease in competitive demands has led to the promotion of seminar presentation by the students to increase active learning and for the assessment of learning. Portfolios are an important tool for assessment for learning. The objectives of the study were to compare the gain in knowledge among the conventional and the blended seminar groups (intervention group), analyze the working portfolios to assess for learning, and to gather the perception of students. MATERIALS AND
methodsThis was an interventional study (2016) with convenience sampling that included 27 students each in the conventional and interventional groups. It was conducted in a medical college in central India. The conventional group was teacher led and the blended seminar group was student led with interaction with the students regarding the contents of the portfolio. Student's unpaired and paired
resultsSignificant difference was found between the conventional and intervention groups (
conclusionThe present study showed that seminar when blended with portfolio yielded positive results in the process of learning, and hence was effective in assessment for learning.
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