Computer-based knowledge evaluation in health workers education

POKORNÁ, Andrea and Martin KOMENDA. Computer-based knowledge evaluation in health workers education. In Schwarz, Daniel - Komenda, Martin - Štípek, Stanislav - Mihál, Vladimír - Dušek, Ladislav. MEFANET report 04 - Efficient multimedia teaching tools in medical education. Brno: Masarykova univerzita, 2011, p. 101-105. ISBN 978-80-210-5539-1.

Basic information

• Original name: Computer-based knowledge evaluation in health workers education
• Authors: POKORNÁ, Andrea (203 Czech Republic, guarantor, belonging to the institution) and Martin KOMENDA (203 Czech Republic, belonging to the institution).
• Edition: Brno, MEFANET report 04 - Efficient multimedia teaching tools in medical education, p. 101-105, 5 pp. 2011.
• Publisher: Masarykova univerzita

Other information

• Original language: English
• Type of outcome: Proceedings paper
• Field of Study: 30000 3. Medical and Health Sciences
• Country of publisher: Czech Republic
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• RIV identification code: RIV/00216224:14110/11:00052723
• Organization unit: Faculty of Medicine
• ISBN: 978-80-210-5539-1
• Keywords in English: computer-based assessment; e-learning; electronic examination; knowledge evaluation; methodology
• Tags: Reviewed

Abstract

Modern information and communication technologies are common, sometimes even essential complement of education at universities. Using these tools in the knowledge evaluation process is perceived by various institutions differently. Learning approaches and methodologies offer a variety of perspectives on this issue. Many learning management system are used for electronic examination across the MEFANET (MEdical FAculties NETwork). This contribution focuses on theoretical background, which is crucial for preparation of the high quality evaluation materials. The design concept of evaluation, building methods of various test questions and analysis methods are discussed in detail. Risk areas and the most common pitfalls in the use of electronic examination testing, as well as the benefi t of all stakeholders (students, teachers, educational institutions, clinical practice, etc.) are further mentioned. Finally, questions related to the classifi cation of tests within each part of the educational process are discussed. Accented are requirements for different purposes of using the electronic testing agenda (assessment of knowledge, ability of critical thinking, independent work in Problem Based Learning, etc.).