International Journal of Health Sciences and Research

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Original Research Article

Year: 2017 | Month: July | Volume: 7 | Issue: 7 | Pages: 86-91

Modified Formative Assessment and Its Impact on Undergraduate Medical Learning

Dr Suchitra Kumari1, Dr Tarun Kumar Panda2, Dr Tapaswini Pradhan3, Dr Sonu H. Subba4

1Asst. Professor, Dept. of Biochemistry, All India Institute of Medical Sciences (AIIMS) Sijua, Bhubaneswar-751019, Odisha, India
2Asst. Professor, Dept. of Ophthalmology, SCB Medical College and Hospital, Odisha, India
3Associate Professor, Dept. Of Biochemistry, KIMS, Bhubaneswar
4Addl. Professor, Dept. Of Community Medicine and Family Medicine, All India Institute of Medical Sciences (AIIMS), BBSR

Corresponding Author: Dr Suchitra Kumari


Context (Background): Assessment tools can be judged based on criteria like reliability, educational impact, acceptability and cost. Summative tests are useful in promotion and certification but could not assess student’s learning. Formative assessments facilitates learning through consistent involvement, still it is not implemented in many medical schools.
Aim/Objective: So, we conducted a study to evaluate the impact of modified formative assessment on undergraduate medical teaching- learning. Students perception on formative assessment was also analysed by collecting feedback from the participating students.
Methods and Material: Hundred MBBS students were randomly divided into 2 groups i.e. Group A and Group B based on their 1st Mid semester marks .Fifty students in Group-A underwent formative assessments after 1st Mid semester,1st Semester and 2nd Mid Semester examinations with feed back to the students and rest 50 students (Group-B) were treated as control.
Results: There was statistically significant (p<0.05), consistent improvement in the performance of the students in group A, when 1st professional mark is compared with 1st Mid Semester. Group B students showed an improving tendency in 1st Semester but there is a decline in 2nd Mid Semester (which was not seen in the intervention group i.e. Group A) with slight increase in 1st Professional examination. There is significant difference in the increase of marks between the groups (p< 0.017). Assessment of students perception of the formative assessment revealed that most of the students preferred formative assessment as a better evaluation modality suggesting its popularity.
Conclusions: Modified formative assessment with well designed constructive feedback and proper remedial measures could promote learning of medical students.

Key words: Educational impact, Summative tests, constructive feedback, remedial measures

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