Browsing by Subject "Self-assessment"

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    Student-led curricular approaches in medical education: the educational effects of a virtual fundamentals of COVID-19 course
    (Springer, 2022-03-08) Chiu, Megan Z.; Gerena, Rolando G.; Roll, Rebekah L.; Baker, Joseph M.; Gomez, Maritza; Brown, Cameron M.; Brenner, Abigail M.; Huang, Christina C.; Ko, Paul Y.; Bauer, Margaret E.; Trujillo, Daniel J.; Graduate Medical Education, School of Medicine
    Background As the field of education was adapting to virtual learning during the COVID-19 pandemic, a need quickly emerged for a course to prepare medical students for future clinical practice. This call to action was answered by creating an innovative Fundamentals of COVID-19 course at the Indiana University School of Medicine (IUSM). As a group of medical student leaders at IUSM, we developed this online course in order to support our fellow students and the community. Methods The study examined the educational effects of completing the Fundamentals of COVID-19 course. In order to examine these effects, the study asked enrolled students to complete both a pre- and post-course self-assessment survey. Students were asked an identical set of questions on each survey about their knowledge, skills, and abilities (KSA) regarding COVID-19. Composite scores were created for each KSA learning domain. Responses were provided using a five-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Results Out of the 724 students enrolled, 645 students completed both the pre- and post-course assessment surveys. Findings show that there were both meaningful and statistically significant differences in students’ responses to the pre- and post-course surveys. Results show 1.) a significant mean increase in the knowledge composite score of 1.01, 95% CI [0.95, 1.06], t(644) = 36.4, p < .001, d = 1.43; 2.) a significant mean increase in the skills composite score of .55, 95% CI [0.50, 0.60], t(644) = 20.70, p < .001, d = 0.81. and 3.) a significant mean increase of the abilities composite score of 1.02, 95% CI [.97, 1.07], t(644) = 36.56, p < .001, d = 1.44. Conclusions These findings demonstrate that the student-developed, online Fundamentals of COVID-19 course resulted in notable and statistically significant educational effects. The increase in students’ self-reported ratings, especially in the knowledge and abilities domains, indicate that meaningful learning occurred within the course. These findings have notable implications for medical student training during healthcare emergencies, such as a pandemic, as well as within modern clerkship environments. Overall, our findings provide evidence that student-led curricular design and virtual delivery of course content can be effective tools in undergraduate medical education.
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    University students’ self-assessment of data literacy: A validation study
    (Public Library of Science, 2025-04-28) Kim, Jeonghyun; Hong, Lingzi; Yoon, Ayoung; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    As data literacy has emerged as a critical skill for professionals across industries, educators in higher education have incorporated it into their curricula and instruction. Understanding and evaluating the factors that shape an individual's data literacy is important for benchmarking proficiency and tailoring curricula, yet the underlying components and structure of data literacy for students in four-year institutions are unknown. This study validated the Data Literacy Self-Efficacy Scale (DLSES) with 1,816 students enrolled in two four-year institutions. Exploratory and confirmatory factor analyses were conducted to determine the construct of the scale, and the item analysis was used to address the validity of the items on the scale. The exploratory factor analysis identified eight distinct factors comprising 29 items. The results of confirmatory factor analysis showed a good model fit, CFI = 0.994, TLI = 0.994, RMSEA = 0.053, SRMR = 0.044. This study demonstrated the 29-item refined version of the DLSES to be a reliable and valid tool for measuring individuals' self-efficacy levels for data literacy. Furthermore, the scale could form the basis for curriculum development and help educators design targeted interventions that address specific learning needs.