Publications by authors named "Suzanne Chamberlain"
Background: Prior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations.
Aims: To test a model specifying reciprocal relations between test anxiety and academic buoyancy and to establish whether academic buoyancy is related to examination performance.
Peninsula Medical School, UK, employed six students to write MCQ items for a formative applied medical knowledge item bank. The students successfully generated 260 quality MCQs in their six-week contracted period. Informal feedback from students and two staff mentors suggests that the exercise provided a very effective learning environment and that students felt they were 'being paid to learn'.
View Article and Find Full Text PDFContext: A new student selection instrument has been designed to assess candidate suitability for a problem-based learning, small group curriculum.
Objective: To evaluate the performance of the new teamwork selection instrument in terms of its discriminatory power, fairness, validity, reliability and acceptability among candidates.
Sample: A sample of 69 volunteer candidates attending for interview formed 13 teams of 5 or 6 candidates each.
Background: Progress testing is a form of longitudinal examination which, in principle, samples at regular intervals from the complete domain of knowledge considered a requirement for medical students on completion of the undergraduate programme. Over the course of the programme students improve their scores on the test, enabling them, as well as staff, to monitor their progress.
Aim: We aimed to review methods which have been used to assess the results of individual tests, and to make recommendations on best practice.