dc.contributor.author	Cilliers, Francois J.
dc.contributor.author	Schuwirth, Lambert W. T.
dc.contributor.author	Van der Vleuten, Cees P. M.
dc.date.accessioned	2012-06-20T09:08:08Z
dc.date.available	2012-06-20T09:08:08Z
dc.date.issued	2012-03
dc.description	The original publication is available at http://www.biomedcentral.com/1472-6920/12/9	en_ZA
dc.description	Bibliography
dc.description	Publication of this article was funded by the Stellenbosch University Open Access Fund.
dc.description.abstract	Background No validated model exists to explain the learning effects of assessment, a problem when designing and researching assessment for learning. We recently developed a model explaining the pre-assessment learning effects of summative assessment in a theory teaching context. The challenge now is to validate this model. The purpose of this study was to explore whether the model was operational in a clinical context as a first step in this process. Methods Given the complexity of the model, we adopted a qualitative approach. Data from in-depth interviews with eighteen medical students were subject to content analysis. We utilised a code book developed previously using grounded theory. During analysis, we remained alert to data that might not conform to the coding framework and open to the possibility of deploying inductive coding. Ethical clearance and informed consent were obtained. Results The three components of the model i.e., assessment factors, mechanism factors and learning effects were all evident in the clinical context. Associations between these components could all be explained by the model. Interaction with preceptors was identified as a new subcomponent of assessment factors. The model could explain the interrelationships of the three facets of this subcomponent i.e., regular accountability, personal consequences and emotional valence of the learning environment, with previously described components of the model. Conclusions The model could be utilized to analyse and explain observations in an assessment context different to that from which it was derived. In the clinical setting, the (negative) influence of preceptors on student learning was particularly prominent. In this setting, learning effects resulted not only from the high-stakes nature of summative assessment but also from personal stakes, e.g. for esteem and agency. The results suggest that to influence student learning, consequences should accrue from assessment that are immediate, concrete and substantial. The model could have utility as a planning or diagnostic tool in practice and research settings.	en_ZA
dc.description.sponsorship	South African National Research Foundation	en_ZA
dc.description.sponsorship	Foundation for the Advancement of International Medical Education and Research
dc.description.version	Publishers' Version	en_ZA
dc.format.extent	9 p. : ill.
dc.identifier.citation	Cillier, F. J. Schuwirth, L.W. T. & Van Der Vleuten, C. P. M. 2012. A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Medical Education, 12(1), 9, doi:10.1186/1472-6920-12-9.	en_ZA
dc.identifier.issn	1472-6920 (online)
dc.identifier.issn	1472-6920 (print)
dc.identifier.other	doi:10.1186/1472-6920-12-9
dc.identifier.uri	http://hdl.handle.net/10019.1/21431
dc.language.iso	en_ZA	en_ZA
dc.publisher	BioMed Central	en_ZA
dc.rights.holder	Francois J Cilliers et al.; licensee BioMed Central Ltd.	en_ZA
dc.subject	Learning effects of assessment	en_ZA
dc.subject	Learning -- Effect of assessment on -- Research model	en_ZA
dc.subject	Clinical testing -- Educational aspects	en_ZA
dc.subject	Medical students -- Rating of	en_ZA
dc.subject	Medicine -- Ability testing -- Research	en_ZA
dc.subject	Research and development projects	en_ZA
dc.title	A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context	en_ZA
dc.type	Article	en_ZA

A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context

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