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CONCLUSION
Data evaluation is in process and will be presented
at the poster session.
Assessment Abstract ID: 124 Student Scholarship
Winner
HOW TO ENSURE AN EFFECTIVE
LEARNING ENVIRONMENT IN A MEDICAL
INSTITUTION, A MIXED METHOD
L. Rojas, MHS12, A. Sadik, Ph.D., Touro University
Nevada, Master of Health Sciences Program,
College of Osteopathic Medicine, Henderson, NV,
USA
The number of students experiencing academic
difficulty continues to be a phenomenon plaguing
medical schools worldwide. While some studies
have investigated the causes of underperformance
by these medical students, none has listed academic
markers of “at risk” students. This study aims to
find identifiers of this type of student based on the
differences in learning practices between students
with low, medium and high performance. Three
cognitive tests were administered and a
questionnaire was prepared to assist in this process.
The preliminary data indicate that high performing
students tend to utilize more techniques to aid their
learning and seemed to seek additional resources
when methods of teaching were not congruent with
their way of learning. High performing students also
attributed their success to their own efforts, ability,
and motivation. Medium performing students
learned best when given practical applications of the
material. The majority of low performing students
found the volume of material to be overwhelming
and needed improvement in study skills, suggesting
that the lack of preparedness for the rigors of
medical school played a major role in their
underperformance. Using Kolb Learning Style
Inventory, the majority of low performing students
have a diverging learning style; the medium
performing students were predominately of
accommodating learning style, whereas the greater
part of high performing students have an
assimilating learning style, which is the style
required for effectiveness in information and
science careers. Thus far, the data suggest that in
order to promote academic success for the majority
of medical students, means should be put in place to
assist them in finding the best learning style via
cognitive testing and interviews. Additionally, a
combination of study skills and time management
learning tools should be provided to those identified
to be “at risk” academically.
Assessment Abstract ID: 230
MOVING FROM GOOD TO GREAT: THE
PLANNING AND EVALUATION OF THE
EDUCATION WORKSHOP IN IZMIR,
TURKIYE ENTITLED “TRENDS IN
UNDERGRADUATE BIOMOLECULAR
SCIENCE EDUCATION AND TIPS FOR
POSTGRADUATE STUDENTS AND
BEYOND”
1 Ferhan Girgin Sagin and 2 Gul Guner Akdogan,
1 Department of Medical Biochemistry, Ege
University Medical Faculty, Izmir, Turkiye and
Chair, Educational Activities Committee of Turkish
Biochemistry Society, 2 Dept. of Molecular
Medicine, Dokuz Eylul University Medical Faculty,
Izmir, Turkiye and Chair, FEBS Education
Committee
Education workshops are used widely to deliver
novel concepts and techniques, to address special
challenges in current practice and to enhance
professional growth. However, determining the
beneficial impact of these workshops is a challenge
for the organizers. Planning is the phase in which
one aims to develop an effective workshop by
adhering to principles as determined in the
literature. Collison (2000) describes 2 of these
principles: clarity of aim and target population, and
a systematically designed program to meet the
contextual needs of the participants, with the focus
on enhancement of personal and professional
growth by broadening knowledge, skills and positive
attitudes. Evaluation is the phase where one
assesses how successfully these principles were
applied. For the FEBS (Federation of European
Biochemical Societies) education workshop to be
held in Izmir, Turkiye on March 29 – 30, 2012, an
empirical investigation will be conducted and a
survey research method employed. A closed-answer
questionnaire will be administered to the
participants to collect biographical data, to measure
the relevance and personal value of the workshop (if
it met the specific needs, what their views were on
the time they had spent and the sacrifices they had
made), to assess the measurable outcomes, and to
determine the influence (impact) of the workshop
on the participants' teaching or professional
development approach. The questionnaire will be
applied a week after the workshop to measure the
short term (1 week) impact and this data will be
evaluated in a deeper approach with the long term
results (same questionnaire will be applied again in
September to determine the long term-6 months
impact). An additional aim of the questionnaire is to
determine if factors such as teaching position, age,
gender, or qualifications have an influence on these
views.
Medical Science Educator © IAMSE 2012 Volume 22(4S) 284