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In contrast to the MOs, the LHWs performed comparatively better in knowledge assessment despite having limited formal medical education [ 30].
This differential learning in peer discussions has been demonstrated with psychology students in a laboratory setting: students who provided an explanation aloud performed better on a knowledge assessment than students who listened to and critiqued in writing the explanation they heard (Willoughby et al., 2000).
On average, subgroups of CHNs with different reported levels of satisfaction did not perform differently on the knowledge assessment.
If clinical experience influenced outcomes, one would anticipate that the group with more experience would perform better on the knowledge assessment.
The objective knowledge assessment was performed by means of eight multiple-choice questions related to To assess whether students know the content of the Alma-Ata Declaration the question 'Which statements are correct?' was followed by four different answer options, of which only one was correctly describing the content of the declaration (Additional File 1: Annex 1).
Additionally, the 6-month knowledge assessment was performed in an unsupervised setting, while the immediate pre- and post assessments were conducted in a proctored environment.
Both an objective and subjective knowledge assessment were performed.
The three month follow-up knowledge assessment consisted of the 41 best performing questions from the pre and immediate post-course assessments.
Our exploratory analysis suggests, to use a frequent maxim from medical education, that 'assessment drives learning' [ 15], with students at assessment-heavy schools more likely to perform better in both knowledge assessments and clinical examinations of the MRCGP and MRCP UK).
As knowledge assessment.
Part4 - Knowledge assessment of secondary prevention.
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