Effectiveness of structured feedback after formative tests on first year MBBS students' performance in summative examination

Background: Feedback gives an opportunity to students to analyze their work, performance, correct themselves and improves learning. The outcome also depends on the way it is delivered, and hence, we analyzed the effect of constructive feedback on students' performance and their perceptions. Objectives: The objective of this study is to evaluate the effect of a structured constructive feedback on the performance of low achieving students and to analyze their perceptions on feedback. Methodology: Students of the 1st year MBBS scoring <50% marks in Biochemistry test were included and divided into two groups randomly: Group A received feedback intervention and Group B was the control group. Structured constructive feedback based on Pendleton's rules was given to students in Group A after each formative assessment. Their logbook writing was also assessed. Performance score was compared between groups using student t-test. Students' perceptions on effect of feedback on their learning and performance were evaluated using a validated questionnaire. Results: We found significant improvement in the performance of Group A in the immediate assessment test following feedback (t = 2.09, P = 0.04), but subsequent tests did not show any difference between the groups. Logbook performance was better in Group A than Group B (t = 2.51, P = 0.02). Greater number of students in Group A passed the summative examinations as compared to Group B. Students reported good perceptions on the feedback sessions and wanted it frequently. Conclusions: Feedback helped the students to identify their areas of lacunae and measures to overcome them in their studies. Students who received feedback showed improved learning attitude. They were satisfied with the feedback sessions and valued it.