Comparative study of “5 min insight” with conventional classroom random questioning technique in formative assessment of the first year medical students

Abstract

Background: Medical students should be able to undertake responsibility in terms of identifying their own learning needs and learning activities. For self-directed learning to be effective, the student needs to have a degree of the awareness of their own knowledge and performance, often referred to as “Insight.” Aim and Objective: The study aimed to compare of “5-min insight” (5MI) with conventional classroom random questioning technique in formative assessment of the 1st phase medical students. Materials and Methods: It was a quasi-experimental cohort study with parallel design. According to the type of classroom formative assessment (CFA) technique, students were randomly assigned to control group, i.e., questioning technique and “5MI” group. Pre-test and post-test learning outcomes were noted before and after CFA. Post-test was done 1 week after pretest for three sessions. Feedback of learning was noted. Results: There was a statistically no significant (P > 0.05) difference of pre-CFA (P = 0.642) and post-CFA (P = 0.466) total score between the control and “5MI” groups for session 1. In the “5MI” group, there was a statistically significant (P 0.05) difference of pre-CFA (P = 0.576) while statistically significant (P ≤ 0.05) post-CFA total score difference was higher in the “5MI” group than the control group for session 2. In session 3, statistically significant (P < 0.05) post-CFA (P = 0.047) total score difference was higher in the “5MI” group than the control group. Students feedback on perception of “5MI” assessment was that they felt sense of responsibility about learning, had spent time in self-analysis and able to identify own shortfalls, and it stimulated them to read on topics unclear also lead them a habit to plan and assess instructional sessions. Conclusion: Focusing on insight learning as a process by which internal representations are formed and revised. It can lead to improved continuous performance and better management of the complex health system and patient improvement.