Physician Assistant Student Perceptions of "Muddiest Point" Classroom Assessment Technique Implementation

Mallory M Aycock; Martha L Sikes; Gregg A Stevens

doi:10.1097/JPA.0000000000000197

Physician Assistant Student Perceptions of "Muddiest Point" Classroom Assessment Technique Implementation

J Physician Assist Educ. 2018 Jun;29(2):115-117. doi: 10.1097/JPA.0000000000000197.

Authors

Mallory M Aycock¹, Martha L Sikes, Gregg A Stevens

Affiliation

¹ Mallory M. Aycock, MPA, PA-C, is a clinical assistant professor at the Mercer University Physician Assistant Program, Atlanta, Georgia. Martha L. Sikes, MS, RPh, PA-C, is an adjunct professor at the Mercer University Physician Assistant Program, Atlanta, Georgia. Gregg A. Stevens, MSLS, MST, AHIP, is the health sciences librarian at Stony Brook University, Stony Brook, New York.

PMID: 29727432
DOI: 10.1097/JPA.0000000000000197

Abstract

Purpose: To assess student perceptions of the use of the "Muddiest Point" as a type of formative classroom assessment technique (CAT) in a clinical skills laboratory course.

Methods: Physician assistant (PA) students enrolled in a private university were invited to complete a perception survey regarding the use of the Muddiest Point at the conclusion of the course.

Results: Survey results showed positive overall student perceptions of the Muddiest Point and desire for broader use of this CAT in other courses.

Conclusions: The Muddiest Point is a CAT that is simple for the instructor to implement and showed overall perceived benefit to the PA student. The Muddiest Point is an effective method to gauge student learning and allows students to be active participants in their education.

MeSH terms

Adult
Attitude of Health Personnel
Clinical Competence*
Educational Measurement / methods*
Female
Humans
Male
Perception*
Physician Assistants / education*
Students, Health Occupations / psychology*
Young Adult