You Get What You Reward: A Qualitative Study Exploring Medical Student Engagement in 2 Different Assessment Systems
Medical students' beliefs about assessment goals, cognitive burden of assessment, and relationships with others significantly affected their engagement with their assessments. In assessment systems that reward grading and an archetypal way of being, students report engaging by prioritizing image over learning. In programmatic assessment systems, students describe more fully and authentically engaging in their assessment for and as learning. Systems of assessment communicate what is rewarded, and you get what you reward.
Authors
- Adelaide Hearst McClintock (ORCID: https://orcid.org/0000-0002-6108-5648)
- Sylvia Heeneman (ORCID: https://orcid.org/0000-0002-6103-8075)
- Caitlin Schrepel (ORCID: https://orcid.org/0000-0003-0204-7657)
- Tyra Leigh Fainstad (ORCID: https://orcid.org/0000-0002-7861-3160)
- S. Beth Bierer (ORCID: https://orcid.org/0000-0002-7952-8822)
- Joshua Jauregui (ORCID: https://orcid.org/0000-0003-4741-0296)
Institutions
- University of Denver (US)
- University of Washington (US)
- Maastricht University (NL)
- Cleveland Clinic Lerner College of Medicine (US)
Publication Details
- Journal
- Academic Medicine
- Published
- 2024-09-06
- DOI
- https://doi.org/10.1097/acm.0000000000005848
- Citations
- 4
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 2.17