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Retained Knowledge and Use of Evidence-Based Practice Concepts
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Manspeaker, Sarah A.; Hankemeier, Dorice A. – Athletic Training Education Journal, 2018
Context: To maintain certification, athletic trainers (ATs) are required to obtain continuing education units (CEUs) in the area of evidence-based practice (EBP). Longitudinal analysis of outcomes after attending a Board of Certification-approved Foundations of EBP course is lacking. Objective: To evaluate ATs' knowledge retention of and…
Descriptors: Retention (Psychology), Evidence Based Practice, Athletics, Allied Health Personnel
Athletic Trainers' Current Knowledge and Envisioned Use of Foundational Evidence-Based Practice Concepts
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Manspeaker, Sarah A.; Hankemeier, Dorice A. – Athletic Training Education Journal, 2017
Context: The Board of Certification (BOC) requires 10 continuing education units (CEUs) in evidence-based practice (EBP) each reporting period. It is unknown whether participation in programming in the Foundations category for CEUs results in improved knowledge of and confidence in EBP. Objective: To examine a continuing professional education…
Descriptors: Athletics, Allied Health Personnel, Evidence Based Practice, Professional Continuing Education
Lucky Guess or Knowledge: A Cross-Sectional Study Using the Bland and Altman Analysis to Compare Confidence-Based Testing of Pharmacological Knowledge in 3rd and 5th Year Medical Students
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Kampmeyer, Daniela; Matthes, Jan; Herzig, Stefan – Advances in Health Sciences Education, 2015
Multiple-choice-questions are common in medical examinations, but guessing biases assessment results. Confidence-based-testing (CBT) integrates indicated confidence levels. It has been suggested that correctness of and confidence in an answer together indicate knowledge levels thus determining the quality of a resulting decision. We used a CBT…
Descriptors: Medical Students, Pharmacology, Comparative Analysis, Confidence Testing
Using Indirect vs. Direct Measures in the Summative Assessment of Student Learning in Higher Education
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Luce, Christine; Kirnan, Jean P. – Journal of the Scholarship of Teaching and Learning, 2016
Contradictory results have been reported regarding the accuracy of various methods used to assess student learning in higher education. The current study examined student learning outcomes across a multi-section and mult-iinstructor psychology research course with both indirect and direct assessments in a sample of 67 undergraduate students. The…
Descriptors: Undergraduate Students, Psychology, Methods Courses, Student Evaluation
Confidence-Judgment Accuracy as a Predictor of Test Performance.
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Shaughnessy, John J. – Journal of Research in Personality, 1979
To determine the extent of students' confidence-judgment accuracy (CJA) and the relationship of this memory-monitoring ability to overall test performance, undergraduates in a psychology course supplied confidence-judgments along with their answers on multiple-choice test items. CJA correlated positively with test performance. (Editor/SJL)
Descriptors: Academic Achievement, College Students, Confidence Testing, Correlation
Predicting Postfeedback Performance from Students' Confidence in Their Responses.
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Bender, Timothy A. – 1993
The model of feedback processing proposed by R. W. Kulhavy and W. A. Stock (1989) was studied in a traditional classroom setting in which methods of assessing students' response confidence as predictors of postfeedback performance were also examined. The relationship between confidence ratings at the time of the test and confidence assessed prior…
Descriptors: Analysis of Variance, Comparative Analysis, Confidence Testing, Correlation