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Peer assessment of a final-year capstone experience for formative evaluation of a pathology curriculum.
J Vet Med Educ. 2008 Fall; 35(3):466-74.JV

Abstract

In spring of 2005, the authors implemented and evaluated a process at the Iowa State University College of Veterinary Medicine in which third-year students evaluated fourth-year students' performances on an advanced case-analysis assignment. This assignment, called the case correlation assignment, required a thorough integration and explanation of all ante- and post-mortem data for a specific hospital patient. Using a 21-point rubric, the necropsy course instructor and third-year students rated these assignments. Fourth-year students' performances on this assignment were used as an indicator of the success of the pathology curriculum. The authors evaluated the assessment process for feasibility, reliability, and validity. Many-facet Rasch analysis was used to determine item, case, and rater agreement. The assessment process produced good agreement among items and cases (VM4 student competence). Furthermore, most third-year students were able to reliably rate the case correlation assignments with no special training. The evaluation process was cost effective and occurred in the context of regular course assignments, thereby making it feasible. A case can be made that the overall process provides a valid measure of the pathology program's success in preparing students in the area of veterinary pathology.

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Publisher Full Text

Authors+Show Affiliations

Danielson JA
College of Veterinary Medicine, Iowa State University, Ames, IA 50011-1250, USA. jadaniel@iastate.edu
Fales-Williams AJ
No affiliation info available
Sorden SD
No affiliation info available
Myers RK
No affiliation info available
Bender HS
No affiliation info available
Mills EM
No affiliation info available

MeSH

AdultAutopsyClinical CompetenceCurriculumEducation, VeterinaryEducational MeasurementFemaleHumansIowaMalePathologyPeer GroupProblem-Based LearningProgram EvaluationRandom AllocationSchools, VeterinaryStudentsSurveys and QuestionnairesYoung Adult

Pub Type(s)

Evaluation Study
Journal Article
Validation Study

Language

eng

PubMed ID

19066366

Citation

Danielson, Jared A., et al. "Peer Assessment of a Final-year Capstone Experience for Formative Evaluation of a Pathology Curriculum." Journal of Veterinary Medical Education, vol. 35, no. 3, 2008, pp. 466-74.
Danielson JA, Fales-Williams AJ, Sorden SD, et al. Peer assessment of a final-year capstone experience for formative evaluation of a pathology curriculum. J Vet Med Educ. 2008;35(3):466-74.
Danielson, J. A., Fales-Williams, A. J., Sorden, S. D., Myers, R. K., Bender, H. S., & Mills, E. M. (2008). Peer assessment of a final-year capstone experience for formative evaluation of a pathology curriculum. Journal of Veterinary Medical Education, 35(3), 466-74. https://doi.org/10.3138/jvme.35.3.466
Danielson JA, et al. Peer Assessment of a Final-year Capstone Experience for Formative Evaluation of a Pathology Curriculum. J Vet Med Educ. 2008;35(3):466-74. PubMed PMID: 19066366.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Peer assessment of a final-year capstone experience for formative evaluation of a pathology curriculum. AU - Danielson,Jared A, AU - Fales-Williams,Amanda J, AU - Sorden,Steven D, AU - Myers,Ronald K, AU - Bender,Holly S, AU - Mills,Eric M, PY - 2008/12/11/pubmed PY - 2009/6/3/medline PY - 2008/12/11/entrez SP - 466 EP - 74 JF - Journal of veterinary medical education JO - J Vet Med Educ VL - 35 IS - 3 N2 - In spring of 2005, the authors implemented and evaluated a process at the Iowa State University College of Veterinary Medicine in which third-year students evaluated fourth-year students' performances on an advanced case-analysis assignment. This assignment, called the case correlation assignment, required a thorough integration and explanation of all ante- and post-mortem data for a specific hospital patient. Using a 21-point rubric, the necropsy course instructor and third-year students rated these assignments. Fourth-year students' performances on this assignment were used as an indicator of the success of the pathology curriculum. The authors evaluated the assessment process for feasibility, reliability, and validity. Many-facet Rasch analysis was used to determine item, case, and rater agreement. The assessment process produced good agreement among items and cases (VM4 student competence). Furthermore, most third-year students were able to reliably rate the case correlation assignments with no special training. The evaluation process was cost effective and occurred in the context of regular course assignments, thereby making it feasible. A case can be made that the overall process provides a valid measure of the pathology program's success in preparing students in the area of veterinary pathology. SN - 0748-321X UR - https://www.unboundmedicine.com/medline/citation/19066366/Peer_assessment_of_a_final_year_capstone_experience_for_formative_evaluation_of_a_pathology_curriculum_ L2 - https://jvme.utpjournals.press/doi/10.3138/jvme.35.3.466?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub=pubmed DB - PRIME DP - Unbound Medicine ER -