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After the first exam, students in both sections increased their study time (Table 2), but neither of these changes was significant (Table 3).
In fact, the opposite is true; students who participated in the option reported it increased their study and learning, and those who chose to not participate remained supportive of the option.
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Our finding suggests that our cumulative assessment program encourages low-scoring students to increase their study effort, while it stimulates high-scoring students to keep up their study effort.
Between the second and the fourth exam, students increased their weekly study time significantly to an average of 4.33 ± 0.23 h in the MC section and an average of 4.60 ± 0.24 h in the MC+SA section.
They also upgraded their knowledge and skills when the university trained them, and increased their self-study to gain confidence to guide students (achievement and personal growth) as illustrated by quotes from two doctors at district hospitals: "Before, we did not have much encouragement to continuously improve our knowledge and skills.
It increased their motivation to study during difficult preclinical courses.
They created a view of their future life, which also increased their motivation to study.
Secondly, students indicated that MBC increased their interest in studying the case.
For some the single day with clinical placement they had had so far had increased their motivations for studying.
Over time, ethnomusicologists have gradually abandoned the detailed analytical study of music and increased their focus on the anthropological study of music as a domain of culture.
Therefore, researchers had increased their attention to the study of the stabilization of the system by proposing stability criteria in various forms, commonly in the form of a linear matrix inequality (LMI) base.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com