Journal of Educational Evaluation for Health Professions

Judy McKimm

2 Articles

Breadth of knowledge vs. grades: What best predicts achievement in the first year of health sciences programmes?: Boaz Shulruf, Meisong Li, Judy McKimm, Melinda Smith; J Educ Eval Health Prof. 2012;9:7. Published online May 16, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.7

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This study aimed to identify those features within secondary school curricula and assessment, particularly science subjects that best predict academic achievement in the first year of three different three-year undergraduate health professional programmes (nursing, pharmacy, and health sciences) at a large New Zealand university. In particular, this study compared the contribution of breadth of knowledge (number of credits acquired) versus grade level (grade point average) and explored the impact of demographic variables on achievement. The findings indicated that grades are the most important factor predicting student success in the first year of university. Although taking biology and physics at secondary school has some impact on university first year achievement, the effect is relatively minor.

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Improved quality and quantity of written feedback is associated with a structured feedback proforma: Philip M. Newton, Melisa J. Wallace, Judy McKimm; J Educ Eval Health Prof. 2012;9:10. Published online August 13, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.10

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Abstract PDF

Facilitating the provision of detailed, deep and useful feedback is an important design feature of any educational programme. Here we evaluate feedback provided to medical students completing short transferable skills projects. Feedback quantity and depth were evaluated before and after a simple intervention to change the structure of the feedback-provision form from a blank free-text feedback form to a structured proforma that asked a pair of short questions for each of the six domains being assessed. Each pair of questions consisted of asking the marker ?占퐓hat was done well???and ?占퐓hat changes would improve the assignment???Changing the form was associated with a significant increase in the quantity of the feedback and in the amount and quality of feedback provided to students. We also observed that, for these double-marked projects, the marker designated as ?占퐉arker 1??consistently wrote more feedback than the marker designated ?占퐉arker 2??

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