Cumulative oral examinations in undergraduate human physiology: process, student perceptions, and outcomes

Anne R. Crecelius, Lara R. DeRuisseau, Josef Brandauer

Research output: Contribution to journalArticlepeer-review

Abstract

Assessment methods vary widely across undergraduate physiology courses. Here, a cumulative oral examination was administered in two sections of a 300-level undergraduate physiology course. Student performance was quantified via instructor grading using a rubric, and self-perceptions (n = 55) were collected via survey. Overall, students affirmed that the oral examination assisted in their learning, specifically by leading them to begin preparation for their final written exam earlier than they otherwise would. The instructor considered the oral exam useful for student learning by providing a scaffold to the written final exam and a way to connect with students before a high-stakes final exam. Specific details of the examination format and suggestions and considerations for those considering this assessment approach are provided.

Original languageEnglish (US)
Pages (from-to)518-525
Number of pages8
JournalAmerican Journal of Physiology - Advances in Physiology Education
Volume45
Issue number3
DOIs
StatePublished - Sep 2021
Externally publishedYes

Keywords

  • anatomy and physiology
  • assessment
  • teaching

ASJC Scopus subject areas

  • Physiology

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