Perception of learning, assessment procedures and the use of PowerPoint technology in university studies of medicine

Ramon Cladellas Pros, Antoni Castelló Tarrida

Abstract


Purpose: Test whether how professors represent the learning process (understanding-oriented or recall-oriented) is connected to the evaluation procedures and to the use of teaching technology.

Design/methodology: 63 students produced 315 records referred to the compulsory courses belonging to the second year of the Medicine grade. The hypothesis states that those courses that use a multiple choice evaluation procedure and verbose slides will be more recall-oriented than those using other evaluation procedures.

Findings: Results show that courses that are more oriented to recall make a larger use of PowerPoint technology, predominating verbal slides, and students have a poorer academic achievement and a lower self-perception of learning.

Limitations: Further studies should encompass a wider sample of courses, years and grades.

Originality/value: Hitherto no study has considered simultaneously the incidence of learning self-perception, evaluation procedures and the use of PowerPoint technology.


Keywords


Assessment procedures, Understanding, Recall, Teaching technology

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DOI: http://dx.doi.org/10.3926/ic.814


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This work is licensed under a Creative Commons Attribution 3.0 Unported License

Intangible Capital, 2004-2017

Online ISSN: 1697-9818; Print ISSN: 2014-3214; DL: B-33375-2004

Publisher: OmniaScience