Trends of undergoing formative assessment in undergraduate medical students

Journal of Shifa Tameer-e-Millat University Pub Date : 2019-01-16 DOI:10.32593/JSTMU/VOL1.ISS1.34

F. Azam, A. Shaheen, Khurram Irshad, N. Javed, Madiha Ata

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引用次数: 4

Abstract

Objective: Medical curriculum is always subject to new strategies to ensure effective delivery of learning material. Online formative assessments are gaining popularity over conventional paper based formative assessments due to recent advances in technology and increasing familiarity of students with computer-based examinations. With this background, objectives of this study were to explore trends of computer based formative assessment in undergraduate medical students and to investigate the impact of online formative assessments on summative assessment scores. Methodology: A prospective cohort study was conducted on 100 medical students from 3rd year in November 2016 and July 2017. The data was collected using SPSS software and analyzed by T-tests and descriptive tables. Results: The mean summative score of students who took an online formative assessment in a module was significantly higher compared to mean score of students who did not take formative assessment. Mean summative score of another group of students who took an online formative assessment in a different module was statistically different than mean score of students who did not take formative assessment (p- Value = 0.00). Conclusion: Online formative assessment is an effective tool for improving student’s performance in the summative assessment.

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医本科生进行形成性评价的趋势

目的:医学课程不断更新，以确保学习材料的有效传递。由于最近技术的进步和学生对计算机考试的日益熟悉，在线形成性评估比传统的基于纸张的形成性评估越来越受欢迎。在此背景下，本研究旨在探讨医学生计算机形成性评估的趋势，并探讨在线形成性评估对总结性评估分数的影响。方法:于2016年11月至2017年7月对100名三年级医学生进行前瞻性队列研究。数据采用SPSS软件收集，采用t检验和描述性表进行分析。结果:在一个模块中，参加在线形成性评估的学生的平均总结性得分显著高于没有参加形成性评估的学生的平均得分。另一组在不同模块进行在线形成性评估的学生的平均总结性得分与未进行形成性评估的学生的平均总结性得分有统计学差异(p- Value = 0.00)。结论:网络形成性评价是提高学生总结性评价成绩的有效工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Journal of Shifa Tameer-e-Millat University

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