Research Article
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Utilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Study

Year 2021, Volume: 23 Issue: 1, 82 - 86, 30.04.2021
https://doi.org/10.18678/dtfd.862871

Abstract

Aim: The standardized mode of delivering curriculum across the globe is didactic lectures. Formative and summative assessment methods are routine practices used to assess the students understanding and mastery in content and concepts which is delivered. The formative assessment methods are extremely popular in medical educational training but the data supporting such claims is largely lacking. The aim of this observational study was to determine if frequently provided formative assessment methods like practice quizzes, take home assignments can have any positive impact on student learning strategies and assessment outcomes in examination.
Material and Methods: A total of 145 students were included in this study. This study explored the relationship between student performance in various low stakes formative quizzes and high stakes summative examination. Based on the student performances across various formative assessment methods, the students were encouraged to modify or retain the study strategies and the effect of such recommendations were observed over the course of the semester.
Results: The data analysis showed positive relationship between the student performance on formative assessments and summative assessment before and after the intervention to study methods and strategies. Students in top, second, third and bottom quartile gained a cumulative average of 72.4%, 61.0%, 56.6% and 48.3% in the formative assessment and an average of 89.3%, 79.8%, 75.0%, and 65.7% on their summative examination which were used as tools for early intervention.
Conclusion: Following the early intervention and modifications in study strategies, there was a steady increase in student performance on high stakes examination.

Supporting Institution

Kentucky College Of Osteopathic Medicine

References

  • Larsen DP, Butler AC, Roediger HL 3rd. Test-enhanced learning in medical education. Med Educ. 2008;42(10):959-66.
  • Walker DJ, Topping K, Rodrigues S. Student reflection on formative e-assessment: expectations and perceptions. Learn Media Technol. 2008;33(3):221-34.
  • Agarwal S, Norman GR, Eva KW. Influences on medical students self-regulated learning after test completion. Med Educ. 2012;46(3):326-35.
  • Adams T, Webster B. Retention and confidence: the impact of confidence-based learning on knowledge retention. 2010.
  • Das S, Alsalhanie KM, Nauhria S, Joshi V, Khan S, Surender V. Impact of formative assessment on the outcome of summative assessment - a feedback based cross sectional study conducted among basic science medical students enrolled in MD program. Asian J Med Sci. 2017;8(4):38-43.
  • Prideaux D. Researching the outcomes of educational interventions: a matter of design. RTCs have important limitations in evaluating educational interventions. BMJ. 2002;324(7330):126-7.
  • Epstein RM. Assessment in medical education. N Engl J Med. 2007;356(4):387-96.
  • Aftab MT, Tariq MH. Continuous assessment as a good motivational tool in medical education. Acta Med Acad. 2018;47(1):76-81.
  • Black P, William D. Assessment and classroom learning. Assess Educ Princ Pol Pract. 1998;5(1):7-74.
  • Krasne S, Wimmers PF, Relan A, Drake TA. Differential effects of two types of formative assessment in predicting performance of first-year medical students. Adv Health Sci Educ Theory Pract. 2006;11(2):155-71.
  • Spolsky B, Hult FM. The handbook of educational linguistics. 1st ed. Malden, MA: Blackwell Pub.; 2008.
  • Cauley KM, McMillan JH. Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2010;83(1):1-6.
  • Gaytan J. Effective assessment techniques for online instruction. Inf Technol Learn Perform J. 2005;23(1):25-34.
  • Crooks TJ. The impact of classroom evaluation practices on students. Rev Educ Res. 1988;58(4):438-81.
  • Butler DL, Winne PH. Feedback and self-regulated learning: a theoretical synthesis. Rev Educ Res. 1995;65(3):245-81.
  • Henley DC. Use of Web-based formative assessment to support student learning in a metabolism/nutrition unit. Eur J Dent Educ. 2003;7(3):116-22.
  • Sadler DR. Formative assessment and the design of instructional systems. Instr Sci. 1989;18(2):119-44.
  • Mitra NK, Barua A. Effect of online formative assessment on summative performance in integrated musculoskeletal system module. BMC Med Educ. 2015;15:29
  • Rushton A. Formative assessment: a key to deep learning? Med Teach. 2005;27(6):509-13.
  • Nicol DJ, Macfarlane-Dick D. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud High Educ. 2006;31(2):199-218.
  • Vaz M, Avadhany ST, Rao BS. Student perspectives on the role of formative assessment in physiology. Med Teach. 1996;18(4):324-26.
  • Chisnall B, Vince T, Hall S, Tribe R. Evaluation of outcomes of a formative objective structured clinical examination for second-year UK medical students. Int J Med Educ. 2015;6:76-83.

Osteopatik Tıp Öğrencilerinin Çalışma Stratejisi Değişikliklerini Teşvik Etmek için Biçimlendirici Değerlendirmeden Yararlanmak: Gözlemsel Bir Çalışma

Year 2021, Volume: 23 Issue: 1, 82 - 86, 30.04.2021
https://doi.org/10.18678/dtfd.862871

Abstract

Amaç: Tüm dünyada müfredatın standart olarak veriliş şekli didaktik derslerdir. Biçimlendirici ve belirleyici değerlendirme yöntemleri, öğrencilerin verilen içerik ve kavramları anlama ve kullanma becerilerini değerlendirmek için kullanılan rutin uygulamalardır. Biçimlendirici değerlendirme yöntemleri tıp eğitim öğretiminde son derece popülerdir, ancak bu iddiaları destekleyen veriler açısından büyük ölçüde eksiklik söz konusudur. Bu gözlemsel çalışmanın amacı, uygulama sınavları, ev ödevleri gibi sıklıkla kullanılan biçimlendirici değerlendirme yöntemlerinin, öğrencilerin öğrenme stratejileri ve sınavdaki değerlendirme sonuçları üzerinde olumlu bir etkisi olup olmadığını belirlemektir.
Gereç ve Yöntemler: Bu çalışmaya toplam 145 öğrenci dahil edildi. Bu çalışmada, çeşitli düşük riskli biçimlendirici sınavlar ve yüksek riskli belirleyici sınavlardaki öğrenci performansı arasındaki ilişki araştırıldı. Çeşitli biçimlendirici değerlendirme yöntemlerinde öğrenci performanslarına dayalı olarak, öğrenciler çalışma stratejilerini değiştirmeye veya korumaya teşvik edildi ve bu önerilerin etkisi dönem boyunca gözlemlendi.
Bulgular: Veri analizi sonucunda, çalışma yöntem ve stratejilerine müdahaleden önce ve sonra öğrencilerin biçimlendirici değerlendirme ve belirleyici değerlendirme performansı arasında pozitif bir ilişki olduğu gösterilmiştir. Üst, ikinci, üçüncü ve alt çeyrekte yer alan öğrenciler, erken müdahale için bir araç olarak kullanılan biçimlendirici değerlendirmede kümülatif ortalama %72,4; %61,0; %56,6 ve %48,3 alırken belirleyici sınavlarında ise ortalama %89,3; %79,8; %75,0 ve %65,7 puan almışlardır.
Sonuç: Çalışma stratejilerindeki erken müdahale ve değişiklikler sonrasında, yüksek riskli sınavlarda öğrenci performansında sürekli bir artış olmuştur.

References

  • Larsen DP, Butler AC, Roediger HL 3rd. Test-enhanced learning in medical education. Med Educ. 2008;42(10):959-66.
  • Walker DJ, Topping K, Rodrigues S. Student reflection on formative e-assessment: expectations and perceptions. Learn Media Technol. 2008;33(3):221-34.
  • Agarwal S, Norman GR, Eva KW. Influences on medical students self-regulated learning after test completion. Med Educ. 2012;46(3):326-35.
  • Adams T, Webster B. Retention and confidence: the impact of confidence-based learning on knowledge retention. 2010.
  • Das S, Alsalhanie KM, Nauhria S, Joshi V, Khan S, Surender V. Impact of formative assessment on the outcome of summative assessment - a feedback based cross sectional study conducted among basic science medical students enrolled in MD program. Asian J Med Sci. 2017;8(4):38-43.
  • Prideaux D. Researching the outcomes of educational interventions: a matter of design. RTCs have important limitations in evaluating educational interventions. BMJ. 2002;324(7330):126-7.
  • Epstein RM. Assessment in medical education. N Engl J Med. 2007;356(4):387-96.
  • Aftab MT, Tariq MH. Continuous assessment as a good motivational tool in medical education. Acta Med Acad. 2018;47(1):76-81.
  • Black P, William D. Assessment and classroom learning. Assess Educ Princ Pol Pract. 1998;5(1):7-74.
  • Krasne S, Wimmers PF, Relan A, Drake TA. Differential effects of two types of formative assessment in predicting performance of first-year medical students. Adv Health Sci Educ Theory Pract. 2006;11(2):155-71.
  • Spolsky B, Hult FM. The handbook of educational linguistics. 1st ed. Malden, MA: Blackwell Pub.; 2008.
  • Cauley KM, McMillan JH. Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2010;83(1):1-6.
  • Gaytan J. Effective assessment techniques for online instruction. Inf Technol Learn Perform J. 2005;23(1):25-34.
  • Crooks TJ. The impact of classroom evaluation practices on students. Rev Educ Res. 1988;58(4):438-81.
  • Butler DL, Winne PH. Feedback and self-regulated learning: a theoretical synthesis. Rev Educ Res. 1995;65(3):245-81.
  • Henley DC. Use of Web-based formative assessment to support student learning in a metabolism/nutrition unit. Eur J Dent Educ. 2003;7(3):116-22.
  • Sadler DR. Formative assessment and the design of instructional systems. Instr Sci. 1989;18(2):119-44.
  • Mitra NK, Barua A. Effect of online formative assessment on summative performance in integrated musculoskeletal system module. BMC Med Educ. 2015;15:29
  • Rushton A. Formative assessment: a key to deep learning? Med Teach. 2005;27(6):509-13.
  • Nicol DJ, Macfarlane-Dick D. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud High Educ. 2006;31(2):199-218.
  • Vaz M, Avadhany ST, Rao BS. Student perspectives on the role of formative assessment in physiology. Med Teach. 1996;18(4):324-26.
  • Chisnall B, Vince T, Hall S, Tribe R. Evaluation of outcomes of a formative objective structured clinical examination for second-year UK medical students. Int J Med Educ. 2015;6:76-83.
There are 22 citations in total.

Details

Primary Language English
Subjects Clinical Sciences
Journal Section Research Article
Authors

Vivek Joshi 0000-0002-0369-9502

Michael Younger This is me 0000-0002-9441-9915

Bhargavi Joshi This is me 0000-0002-1389-9719

Safeer Khan This is me 0000-0002-0017-7928

Publication Date April 30, 2021
Submission Date January 19, 2021
Published in Issue Year 2021 Volume: 23 Issue: 1

Cite

APA Joshi, V., Younger, M., Joshi, B., Khan, S. (2021). Utilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Study. Duzce Medical Journal, 23(1), 82-86. https://doi.org/10.18678/dtfd.862871
AMA Joshi V, Younger M, Joshi B, Khan S. Utilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Study. Duzce Med J. April 2021;23(1):82-86. doi:10.18678/dtfd.862871
Chicago Joshi, Vivek, Michael Younger, Bhargavi Joshi, and Safeer Khan. “Utilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Study”. Duzce Medical Journal 23, no. 1 (April 2021): 82-86. https://doi.org/10.18678/dtfd.862871.
EndNote Joshi V, Younger M, Joshi B, Khan S (April 1, 2021) Utilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Study. Duzce Medical Journal 23 1 82–86.
IEEE V. Joshi, M. Younger, B. Joshi, and S. Khan, “Utilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Study”, Duzce Med J, vol. 23, no. 1, pp. 82–86, 2021, doi: 10.18678/dtfd.862871.
ISNAD Joshi, Vivek et al. “Utilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Study”. Duzce Medical Journal 23/1 (April 2021), 82-86. https://doi.org/10.18678/dtfd.862871.
JAMA Joshi V, Younger M, Joshi B, Khan S. Utilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Study. Duzce Med J. 2021;23:82–86.
MLA Joshi, Vivek et al. “Utilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Study”. Duzce Medical Journal, vol. 23, no. 1, 2021, pp. 82-86, doi:10.18678/dtfd.862871.
Vancouver Joshi V, Younger M, Joshi B, Khan S. Utilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Study. Duzce Med J. 2021;23(1):82-6.