Effectiveness of Formative Assessment in Motivating and Improving the Outcome of Summative Assessment in Pharmacology for Medical Undergraduates

Kesavan, Kala P.; Palappallil, Dhanya Sasidharan

doi:10.7860/jcdr/2018/34533.11527

Cited by 5 publications

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“…SAQ and VSAQ are good tools for formative assessment and may be used as a closed as well as open book tool that require students to produce better memory or construct an answer, than tools that require students to recognize an answer. 10,11 The main limitation of the study was that only two short answer questions were under study. The test conducted in students was a surprise test which could have added to the unpreparedness and hence incorrect answers.…”

Section: Will Award Full Marks If the Concept Is Correct Because Studmentioning

confidence: 99%

Reliability and validity of short answer questions in Pharmacology

Sreedharan¹,

Palappallil²,

Munjely³

2019

Int J Basic Clin Pharmacol

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Background: Short answer question (SAQ) is an excellent tool for assessment. Objective of this study was to understand the practices adopted in answering SAQ, assessment of reliability and validity of SAQ and faculty feedback on valuing SAQs.Methods: A cross-sectional study was done in the Department of Pharmacology of a Government Medical College in Central Kerala from December 2018-January 2019. The study participants were given 10 minutes to answer the two chosen SAQs after which the response sheets were collected and valued by 2 independent examiners. Feedback on correction of the same questions was sought from Pharmacology faculties of various Medical Colleges through online survey. The data were analysed using SPSS software.Results: 100% participants attempted to answer the SAQ ‘Definition of a drug’ but none of them came out with the World Health Organisation definition of drug. For the second SAQ, ‘Two uses of atropine’ around 25(20.8%) participants had written two uses of the drug correctly. The reliability was 0 for ‘definition of a drug’ and 0. 50 (95% CI 0.082-0.702) for ‘Two uses of atropine’ and both the questions had no validity. The feedback on valuing definition and two use of atropine was variable.Conclusions: None of the students wrote definition of a drug correctly and majority gave multiple responses to uses of atropine instead of two valid responses. The short answer questions we tested were found to have moderate to no reliability and no validity. The faculties had variable perceptions in valuing the two short answer questions.

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Section: Will Award Full Marks If the Concept Is Correct Because Studmentioning

confidence: 99%

Reliability and validity of short answer questions in Pharmacology

Sreedharan¹,

Palappallil²,

Munjely³

2019

Int J Basic Clin Pharmacol

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Diagnostic branched tree as an assessment and feedback tool in undergraduate pharmacology education

Tekeş

Toraman

2023

BMC Med Educ

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Background Multiple-choice, true-false, completion, matching, oral presentation type questions have been used as an evaluation criterion in medical education for many years. Although not as old as other question types, performance evaluation and portfolio-like assessment types, can be called alternative evaluation, have been used for a considerable time. While summative assessment maintains its importance in medical education, the value of formative assessment is gradually increasing. In this research, the use of Diagnostic Branched Tree (DBT), which is used both as a diagnostic and feedback tool, in pharmacology education was examined. Methods The study was conducted on 165 students (112 DBT, 53 non-DBT) on the 3rd year of undergraduate medical education. 16 DBTs prepared by the researchers were used as data collection tool. Year 3 first committee was elected for implementation. DBTs were prepared according to the pharmacology learning objectives within the committee. Descriptive statistics, correlation and comparison analyzes were used in the analysis of the data. Results DBTs with the most wrong exits are DBTs entitled phase studies, metabolism, types of antagonism, dose-response relationship, affinity and intrinsic activity, G-protein coupled receptors, receptor types, penicillins and cephalosporins. When each question in the DBTs is examined separately, it is seen that most of the students could not answer the questions correctly regarding phase studies, drugs that cause cytochrome enzyme inhibition, elimination kinetics, chemical antagonism definition, gradual and quantal dose response curves, intrinsic activity and inverse agonist definitions, important characteristics of endogenous ligands, changes in the cell as a result of G-protein activation, ionotropic receptor examples, mechanism of action of beta-lactamase inhibitors, excretion mechanism of penicillins, differences of cephalosporins according to generations. As a result of the correlation analysis, the correlation value calculated between the DBT total score and the pharmacology total score in the committee exam. The comparisons showed that the average score of the pharmacology questions in the committee exam of the students who participated in the DBT activity was higher than the students who did not participate. Conclusions The study concluded that DBTs are a candidate for an effective diagnostic and feedback tool. Although this result was supported by research at different educational levels, support could not be shown in medical education due to the lack of DBT research in medical education. Future research on DBTs in medical education may strengthen or refute our research results. In our study, receiving feedback with DBT had a positive effect on the success of the pharmacology education.

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Formative Electronic Assessments During Covid-19 Lockdown in Second Phase Medical Undergraduates

Palappallil

Sujatha

2021

Asian J Pharm Clin Res

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Objective: Electronic learning and assessment was embraced in medical education worldwide following the COVID-19 pandemic. This study was done to determine the perceptions of medical undergraduates on formative electronic assessments conducted during COVID-19 lockdown and to estimate the mean marks scored in these assessments. Methods: This was a descriptive study done for a period of 3 months on online platform. Six online formative assessments were conducted on Google Forms or Kahoot. A questionnaire was administered as Google Form to collect the perceptions of the participants on perceived ease of use of platform, attitude, and practice adopted in online assessments. Data were analyzed using SPSS 16. Results: The response rate was 97.7%. Kahoot was perceived to be easier with lesser technical glitches and privacy concerns as compared to Google, while it was equivocal in terms of access assessment links, output storage, display clarity, overall user interface, network issues, need for computer literacy, and eyestrain caused. The participants had a positive attitude regarding the usefulness of online assessments however majority liked the traditional assessments more than the online assessments. While less than one-third (22%) had copy pasted some answers, more than half (54.4%) had referred to internet and more than three quarter (79.6%) had referred to textbooks/power points/notes while attending online assessments. Conclusion: The participants felt that Google Forms and Kahoot were comparable online assessment tools except for difficulty in filling, privacy concerns, and technical issues on Google Forms. The usefulness of online assessments was embraced by the participants but they felt that the traditional assessments were to be continued, while attending online assessments some students had referred to the internet or study materials.

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Effectiveness of Formative Assessment in Motivating and Improving the Outcome of Summative Assessment in Pharmacology for Medical Undergraduates

Cited by 5 publications

References 0 publications

Reliability and validity of short answer questions in Pharmacology

Reliability and validity of short answer questions in Pharmacology

Diagnostic branched tree as an assessment and feedback tool in undergraduate pharmacology education

Formative Electronic Assessments During Covid-19 Lockdown in Second Phase Medical Undergraduates

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