JVME
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Journal of Veterinary Medical Education, Vol 35, Issue 3, 466-474
DOI: 10.3138/jvme.35.3.466
Copyright © 2008 by Association of American Veterinary Medical Colleges
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Services
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Right arrow reprints & permissions
Google Scholar
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Danielson JA
Right arrow Articles by Mills EM
Related Collections
Right arrow Curriculum Structure
Right arrow Pathology
Right arrow Educational Approaches for Learning
Right arrow Assessment
Right arrow Structure of Academic Programs
Right arrow Peer Evaluation
Right arrow Clinical Competence

Research and Education Reports

Peer Assessment of a Final-Year Capstone Experience for Formative Evaluation of a Pathology Curriculum

Jared A. Danielson• Amanda J. Fales-Williams• Steven D. Sorden• Ronald K. Myers• Holly S. Bender• Eric M. Mills

In spring of 2005, the authors implemented and evaluated a process at the Iowa State University College of Veterinary Medicine in which third-year students evaluated fourth-year students’ performances on an advanced case-analysis assignment. This assignment, called the case correlation assignment, required a thorough integration and explanation of all ante- and post-mortem data for a specific hospital patient. Using a 21-point rubric, the necropsy course instructor and third-year students rated these assignments. Fourth-year students’ performances on this assignment were used as an indicator of the success of the pathology curriculum. The authors evaluated the assessment process for feasibility, reliability, and validity. Many-facet Rasch analysis was used to determine item, case, and rater agreement. The assessment process produced good agreement among items and cases (VM4 student competence). Furthermore, most third-year students were able to reliably rate the case correlation assignments with no special training. The evaluation process was cost effective and occurred in the context of regular course assignments, thereby making it feasible. A case can be made that the overall process provides a valid measure of the pathology program's success in preparing students in the area of veterinary pathology.

Key Words: case analysis • Rasch analysis • capstone experience • formative evaluation • pathology






HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
AAVMC APPRECIATES THE SUPPORT OF OUR TWO PATRONS, HILL'S PET NUTRITION AND BAYER ANIMAL HEALTH, WHO IN COMBINATION ARE FULLY SUPPORTING THIS SITE.
Hill's Pet Nutrition
Upcoming Veterinary Education Meetings