PURPOSE: To provide a conducive learning environment by creating a “one stop shop” for a formative exam concept review
SCOPE: This policy applies to department chairs and teaching faculty for all mini exams in all Foundations of Medicine semesters, excluding lab exams, local finals and NBME exams.
DEFINITION: Protocol for reviewing exam concepts after mini exams.
- At present, students receive two reports at the conclusion of their exams. First, the Strengths and Improvement Opportunities Assessment Report and secondly, a customized report that includes the exam standard deviation score, mean and median scores and the ranking of the student’s individual exam performance. A concept review session is also held to provide formative feedback for concepts determined to have provided difficulty for the student body.
- After a mini exam is taken and graded, individual reports are provided to each student. Furthermore, a list of concepts associated with the most poorly-performed questions (normally 10) is generated.
- The list is sent to the Curriculum Office, department chairs, and student representatives. The Curriculum Office coordinates with department chairs to identify and inform faculty members responsible for each concept that they will need to review this at concept review session.
- Department chairs are responsible for being sure that appropriate faculty members are present at the review to address the concepts on the list.
- The Curriculum Office informs faculty and students of the concept list and the time/location of the review. The purpose of the session is to review concepts that were problematic on the exam; questions will not be presented verbatim nor will discussion of specific answer choices be entertained.