The possible contribution of student drawings to evaluation in a new problem-based learning medical programme: A pilot study

Michelle McLean, Quanta Henson, Linda Hiles

Research output: Contribution to journalArticleResearchpeer-review

14 Citations (Scopus)

Abstract

Objective: In January 2001, the Nelson R. Mandela School of Medicine in Durban, South Africa implemented Year 1 of a problem-based learning (PBL) curriculum. In attempting to comprehensively evaluate the first year, every aspect was investigated. Problem-based learning requires that, in addition to skills competency and knowledge acquisition, students undergo personal development on their journey towards becoming reflective professionals. Suitable methods of evaluation are therefore necessary to measure some of the new objectives. This discussion appraises the possible use of student drawings as a qualitative evaluation tool. Methods: At the end of the first academic year, students were asked to reflect on their experiences during the year by drawing (with brief explanations) how they saw themselves at the beginning (retrospective) and then at the end of the year, Drawings were interpreted in terms of reference to the new programme, and were categorised as disparaging, ambivalent or affirming. Results: The results far exceeded expectations, providing a rich data source regarding student perceptions of their experiences in their first year. In response to the drawings, immediate remedial action was taken: for example, continuous assessment was introduced for the objective structured clinical examination (OSCE) and orientation was extended to 3 weeks to provide students with a better understanding of the PBL process. Conclusions: From this pilot study, there can be no doubt that student drawings can give us valuable insight into the world of the learner, providing us with information that cannot be gleaned from any other evaluation. We will continue to use drawings formatively, perhaps extending their use into portfolios.

Original languageEnglish
Pages (from-to)895-906
Number of pages12
JournalMedical Education
Volume37
Issue number10
DOIs
Publication statusPublished - 1 Oct 2003
Externally publishedYes

Fingerprint

Problem-Based Learning
Students
evaluation
learning
student
Information Storage and Retrieval
knowledge acquisition
South Africa
learning process
experience
Medicine
medicine
curriculum
examination
school

Cite this

@article{7f98467f5fb64a928505b6731c8f3357,
title = "The possible contribution of student drawings to evaluation in a new problem-based learning medical programme: A pilot study",
abstract = "Objective: In January 2001, the Nelson R. Mandela School of Medicine in Durban, South Africa implemented Year 1 of a problem-based learning (PBL) curriculum. In attempting to comprehensively evaluate the first year, every aspect was investigated. Problem-based learning requires that, in addition to skills competency and knowledge acquisition, students undergo personal development on their journey towards becoming reflective professionals. Suitable methods of evaluation are therefore necessary to measure some of the new objectives. This discussion appraises the possible use of student drawings as a qualitative evaluation tool. Methods: At the end of the first academic year, students were asked to reflect on their experiences during the year by drawing (with brief explanations) how they saw themselves at the beginning (retrospective) and then at the end of the year, Drawings were interpreted in terms of reference to the new programme, and were categorised as disparaging, ambivalent or affirming. Results: The results far exceeded expectations, providing a rich data source regarding student perceptions of their experiences in their first year. In response to the drawings, immediate remedial action was taken: for example, continuous assessment was introduced for the objective structured clinical examination (OSCE) and orientation was extended to 3 weeks to provide students with a better understanding of the PBL process. Conclusions: From this pilot study, there can be no doubt that student drawings can give us valuable insight into the world of the learner, providing us with information that cannot be gleaned from any other evaluation. We will continue to use drawings formatively, perhaps extending their use into portfolios.",
author = "Michelle McLean and Quanta Henson and Linda Hiles",
year = "2003",
month = "10",
day = "1",
doi = "10.1046/j.1365-2923.2003.01629.x",
language = "English",
volume = "37",
pages = "895--906",
journal = "British journal of medical education",
issn = "0308-0110",
publisher = "Wiley Blackwell (American Society Bone & Mineral Research)",
number = "10",

}

The possible contribution of student drawings to evaluation in a new problem-based learning medical programme : A pilot study. / McLean, Michelle; Henson, Quanta; Hiles, Linda.

In: Medical Education, Vol. 37, No. 10, 01.10.2003, p. 895-906.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - The possible contribution of student drawings to evaluation in a new problem-based learning medical programme

T2 - A pilot study

AU - McLean, Michelle

AU - Henson, Quanta

AU - Hiles, Linda

PY - 2003/10/1

Y1 - 2003/10/1

N2 - Objective: In January 2001, the Nelson R. Mandela School of Medicine in Durban, South Africa implemented Year 1 of a problem-based learning (PBL) curriculum. In attempting to comprehensively evaluate the first year, every aspect was investigated. Problem-based learning requires that, in addition to skills competency and knowledge acquisition, students undergo personal development on their journey towards becoming reflective professionals. Suitable methods of evaluation are therefore necessary to measure some of the new objectives. This discussion appraises the possible use of student drawings as a qualitative evaluation tool. Methods: At the end of the first academic year, students were asked to reflect on their experiences during the year by drawing (with brief explanations) how they saw themselves at the beginning (retrospective) and then at the end of the year, Drawings were interpreted in terms of reference to the new programme, and were categorised as disparaging, ambivalent or affirming. Results: The results far exceeded expectations, providing a rich data source regarding student perceptions of their experiences in their first year. In response to the drawings, immediate remedial action was taken: for example, continuous assessment was introduced for the objective structured clinical examination (OSCE) and orientation was extended to 3 weeks to provide students with a better understanding of the PBL process. Conclusions: From this pilot study, there can be no doubt that student drawings can give us valuable insight into the world of the learner, providing us with information that cannot be gleaned from any other evaluation. We will continue to use drawings formatively, perhaps extending their use into portfolios.

AB - Objective: In January 2001, the Nelson R. Mandela School of Medicine in Durban, South Africa implemented Year 1 of a problem-based learning (PBL) curriculum. In attempting to comprehensively evaluate the first year, every aspect was investigated. Problem-based learning requires that, in addition to skills competency and knowledge acquisition, students undergo personal development on their journey towards becoming reflective professionals. Suitable methods of evaluation are therefore necessary to measure some of the new objectives. This discussion appraises the possible use of student drawings as a qualitative evaluation tool. Methods: At the end of the first academic year, students were asked to reflect on their experiences during the year by drawing (with brief explanations) how they saw themselves at the beginning (retrospective) and then at the end of the year, Drawings were interpreted in terms of reference to the new programme, and were categorised as disparaging, ambivalent or affirming. Results: The results far exceeded expectations, providing a rich data source regarding student perceptions of their experiences in their first year. In response to the drawings, immediate remedial action was taken: for example, continuous assessment was introduced for the objective structured clinical examination (OSCE) and orientation was extended to 3 weeks to provide students with a better understanding of the PBL process. Conclusions: From this pilot study, there can be no doubt that student drawings can give us valuable insight into the world of the learner, providing us with information that cannot be gleaned from any other evaluation. We will continue to use drawings formatively, perhaps extending their use into portfolios.

UR - http://www.scopus.com/inward/record.url?scp=0141786869&partnerID=8YFLogxK

U2 - 10.1046/j.1365-2923.2003.01629.x

DO - 10.1046/j.1365-2923.2003.01629.x

M3 - Article

VL - 37

SP - 895

EP - 906

JO - British journal of medical education

JF - British journal of medical education

SN - 0308-0110

IS - 10

ER -