Medical Students' General Beliefs and Specific Perceptions about Patient Feedback Before and after Training in a Clinical Context.

Introduction: Despite its high potential, patient feedback does not always result in learning. For feedback to be effective students must engage with it, which partly depends on their perceptions of feedback. To better understand student engagement with patient feedback in a clinical context, this study explored the following research questions: 1) What are medical students' general beliefs about patient feedback and what are their specific perceptions of feedback messages? 2) What is the difference between these general beliefs and feedback message perceptions before and after patient feedback training?

Methods: The study context was a 12-week clerkship combining Pediatrics and Gynecology, which included feedback training for students and asking for patient feedback.

Students generate items for an online formative assessment: Is it motivating?

Background: A reported problem with e-learning is sustaining students' motivation. We propose a framework explaining to what extent an e-learning task is motivating. This framework includes students' perceived Value of the task, Competence in executing the task, Autonomy over how to carry out the task, and Relatedness.

Peer-instructed seminar attendance is associated with improved preparation, deeper learning and higher exam scores: a survey study.

Background: Active engagement in education improves learning outcomes. To enhance active participation in seminars, a student-centered course design was implemented and evaluated in terms of self-reported preparation, student motivation and exam scores. We hypothesized that small group learning with intensive peer interaction, using buzz-groups followed by plenary discussion, would motivate students to prepare seminar assignments at home and to actively engage in the seminars.

Students' motives for using online formative assessments when preparing for summative assessments.

Background: Formative assessments intend to provide feedback on student performance in order to improve and accelerate learning. Several studies have indicated that students using online formative assessments (OFAs), have better results on their exams.

Aims: The present study aims to provide insight in student reasons for using or not using available OFAs.

Online formative tests linked to microlectures improving academic achievement.

Background: Online formative tests (OFTs) are powerful tools to direct student learning behavior, especially when enriched with specific feedback.

Aim: In the present study, we have investigated the effect of OFTs enriched with hyperlinks to microlectures on examination scores.

Methods: OFTs, available one week preceding each midterm and the final exams, could be used voluntarily.