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Research Article
Göksu Bozdereli Berikol
Bakırköy Dr.Sadi Konuk Eğitim ve Araştırma Hastanesi
Corresponding Author
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Distance assessment and evaluation(E-assessment) has recently regained popularity with the widespread use of distance education due to the pandemic. Emergency medicine education has developed theoretical and practical models on online learning and accelerated the studies on E-assessment of competencies on emergency care. While the educatiors and trainees are promptly adapting to the distance learning platforms, several factors can affect these adoptions to e-assessment models. Our study aimed to find these factors affecting the perspectives and attitudes on the practice among emergency medicine educators.
Results: A survey was conducted on ninety participants of emergency medicine educators regarding self-efficacy, self-confidence, and attitudes towards E-assessment technologies. There was a statistically significant difference between computer use skills and scores, especially regarding self-confidence (p=0.02) and self-efficacy (p=0.01). We found no significant difference in terms of attitude (p=0.877). We found that those with very good computer skills had higher self-confidence and self-efficacy for distance exams. The participants' computer use skills affected self-confidence and self-efficacy for e-assessments. There was a significant difference in self-confidence (p=0.000) and self-efficacy (p=0.001) between those with and without e-assessment experience. Furthermore, the thought that it is an effective assessment and evaluation. Regarding screen sharing, 44.4% of the participants have ethical concerns; 30% were not concerned about this issue, and 25.6% were partially concerned. There was no statistically significant difference in ethical anxiety regarding e-assessment experiencing (p=0.914).
Conclusion: The proficiency in using computers, experience in teaching, and the need for training on e-assessments are the key factors that affect e-assessments in emergency medicine education. Encouragement should be necessary to achieve the goal to spread the use of e-assessments in the era of the pandemic.
Keywords
medical education, e-assessments, pandemic, distance learning
Figure 1
No competing interests reported.
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Posted 03 Jun, 2021
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Editorial decision: Major revision
On 28 Dec, 2021
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Received 27 Dec, 2021
Reviews received
Received 15 Jul, 2021
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On 12 Jul, 2021
Reviewers agreed
On 09 Jul, 2021
Reviewers invited
Invitations sent on 07 Jul, 2021
Editor assigned
On 07 Jul, 2021
Editor invited
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On 02 Jun, 2021
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research Article
Göksu Bozdereli Berikol
Bakırköy Dr.Sadi Konuk Eğitim ve Araştırma Hastanesi
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 03 Jun, 2021
No community comments so far
Editorial decision: Major revision
On 28 Dec, 2021
Reviews received
Received 27 Dec, 2021
Reviews received
Received 15 Jul, 2021
Reviewers agreed
On 12 Jul, 2021
Reviewers agreed
On 09 Jul, 2021
Reviewers invited
Invitations sent on 07 Jul, 2021
Editor assigned
On 07 Jul, 2021
Editor invited
On 02 Jun, 2021
Submission checks complete
On 02 Jun, 2021
First submitted
On 30 May, 2021
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Distance assessment and evaluation(E-assessment) has recently regained popularity with the widespread use of distance education due to the pandemic. Emergency medicine education has developed theoretical and practical models on online learning and accelerated the studies on E-assessment of competencies on emergency care. While the educatiors and trainees are promptly adapting to the distance learning platforms, several factors can affect these adoptions to e-assessment models. Our study aimed to find these factors affecting the perspectives and attitudes on the practice among emergency medicine educators.
Results: A survey was conducted on ninety participants of emergency medicine educators regarding self-efficacy, self-confidence, and attitudes towards E-assessment technologies. There was a statistically significant difference between computer use skills and scores, especially regarding self-confidence (p=0.02) and self-efficacy (p=0.01). We found no significant difference in terms of attitude (p=0.877). We found that those with very good computer skills had higher self-confidence and self-efficacy for distance exams. The participants' computer use skills affected self-confidence and self-efficacy for e-assessments. There was a significant difference in self-confidence (p=0.000) and self-efficacy (p=0.001) between those with and without e-assessment experience. Furthermore, the thought that it is an effective assessment and evaluation. Regarding screen sharing, 44.4% of the participants have ethical concerns; 30% were not concerned about this issue, and 25.6% were partially concerned. There was no statistically significant difference in ethical anxiety regarding e-assessment experiencing (p=0.914).
Conclusion: The proficiency in using computers, experience in teaching, and the need for training on e-assessments are the key factors that affect e-assessments in emergency medicine education. Encouragement should be necessary to achieve the goal to spread the use of e-assessments in the era of the pandemic.
Figure 1
No competing interests reported.
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