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Purpose: The purpose of this study is to understand student recognition of CBT as well as its strengths and weaknesses, and to explore the improvement m Medical humanities, Professional behavior, Multi-disciplinary curriculum, Inter-disciplinary curriculum, Curriculum change, Curriculum developmentethodologies for the effective development and implementation of CBT. Methods: A questionnaire survey was conducted twice(before and after implementation of CBT) with a total of 17 multiple-choice and 2 essay-type questions. The multiple-choice questions were analyzed by frequency analysis and the essay-type questions were coded by content analysis. Results: The results are as follows. First, the overall satisfaction with CBT was shown to be high. Second, students listed the merits of CBT as follows: simple correction of answers(before: 89.4%; after: 80.8%), presentation of realistic materials(before: 72.9%; after: 84.7%), prompt feedback on grades(before: 60.3%; after: 71.1%), shortened exam time and effective time scheduling(before: 86.5%; after: 66.4%), accurate estimation of abilities (before: 70.2%; after: 36.6%), and assistance in academic improvement(before: 70.9%; after: 22.1%). Drawbacks of CBT were: inconvenience of review(before: 70.9%; after: 22.1%), inconvenient screen organizations(before: 0%; after: 48.1%), possibility of cheating(before: 73.9%; after: 31.8%), and equality issue of test(before: 47.3%; after: 17.3%). Conclusion: Assessment paradigms are currently shifting from summative evaluation to formative evaluation, from one-off assessment to continuous assessment, and from output assessment to process assessment. Therefore, CBT must be expanded to move from result-oriented summative evaluation to formative evaluation continuously monitoring the student learning process.
Purpose: The purpose of this study is to understand student recognition of CBT as well as its strengths and weaknesses, and to explore the improvement m Medical humanities, Professional behavior, Multi-disciplinary curriculum, Inter-disciplinary curriculum, Curriculum change, Curriculum developmentethodologies for the effective development and implementation of CBT. Methods: A questionnaire survey was conducted twice(before and after implementation of CBT) with a total of 17 multiple-choice and 2 essay-type questions. The multiple-choice questions were analyzed by frequency analysis and the essay-type questions were coded by content analysis. Results: The results are as follows. First, the overall satisfaction with CBT was shown to be high. Second, students listed the merits of CBT as follows: simple correction of answers(before: 89.4%; after: 80.8%), presentation of realistic materials(before: 72.9%; after: 84.7%), prompt feedback on grades(before: 60.3%; after: 71.1%), shortened exam time and effective time scheduling(before: 86.5%; after: 66.4%), accurate estimation of abilities (before: 70.2%; after: 36.6%), and assistance in academic improvement(before: 70.9%; after: 22.1%). Drawbacks of CBT were: inconvenience of review(before: 70.9%; after: 22.1%), inconvenient screen organizations(before: 0%; after: 48.1%), possibility of cheating(before: 73.9%; after: 31.8%), and equality issue of test(before: 47.3%; after: 17.3%). Conclusion: Assessment paradigms are currently shifting from summative evaluation to formative evaluation, from one-off assessment to continuous assessment, and from output assessment to process assessment. Therefore, CBT must be expanded to move from result-oriented summative evaluation to formative evaluation continuously monitoring the student learning process.
