Medical students’ perception on the usefulness of online formative assessment

Mondal, Himel; Sahoo, Manas Ranjan; Samantaray, Ritushri; Mondal, Shaikat

doi:10.4103/jehp.jehp_1198_20

Cited by 9 publications

(4 citation statements)

References 15 publications

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“…A well-designed MCQ ought to evaluate a student's critical thinking and clinical reasoning skills, in addition to properly assessing the depth of their knowledge. MCQs should be rooted in clearly defined learning objectives pertinent to the curriculum and reflective of real-life medical scenarios to ensure good quality [ 27 ].…”

Section: Discussionmentioning

confidence: 99%

Efficacy of Faculty Development Training Workshops (FDTWs) on Writing High-Quality Multiple-Choice Questions at Northern Border University (NBU) in the Kingdom of Saudi Arabia (KSA)

Agarwal,

Khattak,

Esmaeel

et al. 2024

Cureus

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Background: A multiple-choice question (MCQ) is a frequently used assessment tool in medical education for both certification and competitive examinations. Well-constructed MCQs impact the utility of the assessment and, thus, the fate of the examinee. Aims and objectives: To analyze the basic science faculty perceptions of writing high-quality MCQs, to create awareness of item-writing flaws in constructing high-quality MCQs, and to determine the impact of faculty development training workshops (FDTWs) on MCQ writing skills. Material and methods: An online workshop was held over two weeks for basic science faculty to learn high-quality MCQ construction. Faculty-made MCQs were analyzed for flaws, and a questionnaire assessed the impact of the workshop on MCQ construction. Pre- and post-workshop responses were compared to evaluate the necessity of such workshops for improving faculty skills in MCQ assessments. Results: A total of 47 (83.2%) of participating faculty believed the workshop could reduce MCQ construction errors. The participants agreed that a series of workshops were needed for lasting improvements in MCQ construction. Conclusions: One-day short-duration workshops, such as the current one alone, cannot achieve the objectives of training participants to write high-quality MCQs. To improve student assessment through high-quality MCQs, the faculty needs to be exposed to continuous and frequent sessions that will help them.

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Section: Discussionmentioning

confidence: 99%

Efficacy of Faculty Development Training Workshops (FDTWs) on Writing High-Quality Multiple-Choice Questions at Northern Border University (NBU) in the Kingdom of Saudi Arabia (KSA)

Agarwal,

Khattak,

Esmaeel

et al. 2024

Cureus

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“…Online discussion sessions provide opportunities for learners to clarify any doubts or rectify any errors in the procedure. Online quizzes, assignments, and assessments can be used to evaluate student learning and provide feedback [ 8 ]. These assessments can help students identify areas where they need to improve, and instructors can tailor their teaching to address these areas.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Blended Learning Method Versus Traditional Learning Method of Clinical Examination Skills in Physiology Among Undergraduate Medical Students in an Indian Medical College

Juhi¹,

Pinjar²,

Marndi³

et al. 2023

Cureus

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IntroductionClinical skills are crucial for medical professionals and are a vital part of a physician's identity. Medical students start learning these skills during their pre-clinical years of study. However, little research has been done on how novice medical students learn to improve these skills. Along with traditional teaching-learning methods, an approach to incorporating e-learning into medical education is through blended learning, which combines traditional classroom instruction with online learning activities. ObjectiveThis study aimed to compare the effectiveness of blended learning and traditional learning methods in teaching clinical examination skills to first-year undergraduate medical students by evaluating the objective structured clinical examination (OSCE) test scores. MethodologyThis was a two-arm prospective cross-over randomized study involving first-year MBBS students. The experimental group (group A) received blended learning, while the control group (group B) received traditional learning for the cardiovascular system examination (phase 1). The groups were then switched for the respiratory system examination (phase 2). An unpaired student t-test was used to compare the mean OSCE scores between the experimental and control groups in each phase, with statistical significance defined as a p-value < 0.05. ResultsThe study involved 25 students in each group during phase 1 and 22 students in each group during phase 2. The experimental group had a mean age of 18.4 (±0.96) years in phase 1 and 18.35 (±1) years in phase 2, while the control group had a mean age of 18.06 (±1.04) years in phase 1 and 18.55 (±0.74) years in phase 2. In phase 1, the experimental group had a higher mean OSCE score (43 {±2.92}) than the control group (26.4 {±2}) (p <0.001). After switching in phase 2, the experimental group (previously the control group) had a higher mean OSCE score (47.82 {±1.68}) than the control group (33.59 {±1.59}) (p <0.001). ConclusionBlended learning is more effective than traditional learning in teaching clinical examination skills to medical undergraduate students. This study suggests that blended learning has the potential to replace the traditional method of learning clinical skills.

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“…It also helped them identify areas of weakness in their learning, thereby encouraging them to further their studies. 27…”

Section: Discussionmentioning

confidence: 99%

Explaining medical students’ perceptions of virtual assessment in the pandemic COVID-19: A content analysis study

Ahmady,

Habibi,

Radmanesh

2023

Res Dev Med Educ

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Background: The COVID-19 pandemic has presented a significant challenge to education systems worldwide, disrupting traditional teaching and learning methods. This study aims to explore the perceptions of medical students at Abadan University of Medical Sciences regarding electronic assessment methods during the pandemic. Methods: This qualitative study utilized conventional content analysis and involved medical students in their second semester of 2021 who had chosen a unit during the pandemic. Results: Through the analysis process, the participants’ experiences were categorized into six main classes, which included the following: information technology infrastructure, teaching methods of teachers, design of virtual exam questions, monitoring of online exams, psychological issues, and types of virtual assessment. Conclusion: The medical students shared their experiences with virtual assessment during the pandemic, highlighting challenges related to internet infrastructure, communication issues between teachers and students, exam monitoring, psychological factors, reduced learning efficiency due to virtual summative assessment alone, and better learning efficiency through formative assessment alongside summative assessment. They also suggested improvements to online exams, such as increasing the number of questions on each page, allowing the possibility to return to previous questions, and ensuring non-randomness in clinical questions.

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Medical students’ perception on the usefulness of online formative assessment

Cited by 9 publications

References 15 publications

Efficacy of Faculty Development Training Workshops (FDTWs) on Writing High-Quality Multiple-Choice Questions at Northern Border University (NBU) in the Kingdom of Saudi Arabia (KSA)

Efficacy of Faculty Development Training Workshops (FDTWs) on Writing High-Quality Multiple-Choice Questions at Northern Border University (NBU) in the Kingdom of Saudi Arabia (KSA)

Evaluation of Blended Learning Method Versus Traditional Learning Method of Clinical Examination Skills in Physiology Among Undergraduate Medical Students in an Indian Medical College

Explaining medical students’ perceptions of virtual assessment in the pandemic COVID-19: A content analysis study

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