Introduction: Anatomy is one of the basic sciences of medicine. Optimal anatomical knowledge is essential for competent future doctors. Assessments in medical education not only help the students but also, the teachers to address the critical areas of weakness among the students and guide them. Most of the times, the process of periodic assessment becomes stressful for the students and an extra work for the teachers. Aim: To evaluate the effectiveness of Periodic unit test in improving academic performance of first year MBBS students in Anatomy. Materials and Methods: A pilot study was conducted among 26 students of first year MBBS belonging to two dissection tables- table A and table B (randomly selected) for a period of six months. Each table consisted of 13 students. Marks of the 1st and 2nd internals of both table students were analysed with and without intervention (periodic unit tests). Feedback was taken from the students about the periodic unit tests by a questionnaire with 11 statements (answered using Likert scale). Median scores were calculated for each statement. Independent t-test was done between the 1st and 2nd theory internal assessment marks of both the table students using Statistical Package for Social Sciences (SPSS) software. Results: About 76.9% of students had performed well in the theory internals with intervention (periodic units) than without intervention. In the feedback, all the students were of the opinion that the periodic unit tests were not stressful and helped them in various ways in the preparation for the Internal assessment examination. Conclusion: Formative assessment and appropriate feedback by the mentors help students to score marks and gain confidence about the subject.

No abstract