The impact of weekly test on the academic performance of first year medical students
Journal Title: Medpulse International Journal of Anatomy - Year 2019, Vol 10, Issue 3
Abstract
Background:Modifications are continually made within medical school curriculum to improve effectiveness of their educational programs. For the students of 2016–2017 academic year, the anatomy department of Al-Azhar medicalcollege implemented an assessment strategy change to include both formative and summative assessments in its preclinical curriculum. Formative assessments included weekly test. This strategy required students to keep up with content weekly. The small group component provided opportunities for peer discussion and immediate review of concepts. A comprehensive module exam was added to encourage students to retain concepts in active memory throughout the module.The purpose of this study was to determine the impact of an assessment program that included weekly test and a comprehensive module exam. Since frequent testing has been shown to increase long term retention, we hypothesized that inclusion of weekly test would result in stronger performance on comprehensive module exams.Method: During a first-year course, students were offered weekly test that includes portions covered inthat particular week that could assesstheir knowledge in abdominal anatomy. Once a week they had a test on that given portions. Students immediately received feedback afterwards. 150 students participated in the final summative exam and the marks entered (Internal assessment -2).Limb questions were used as a control i.e only summative exam is conducted without weekly test and marks were entered (internal assessment -1) . The results were compared. Results: By comparing theresults (mean and standard deviation) of first and second internal assessment marks there is significant (p<.001)improvement in the performance of the students.Conclusion:Formative assessment thus recognized as one of the most powerful methods to improve learning and teaching. Large effort from faculty and time involved in planning, developing and administering formative assessments will certainly contribute for better results
Authors and Affiliations
Priyadharshini S, I Dinesh, V Nagaguhan, Puttaguntabapuji .
Keywords
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- EP ID EP613111
- DOI 10.26611/10011033
- Views 191
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