Impact of Combined modular assessment on deep learning and personal development of medical students.

Shabana Ali ,Humaira Fayyaz Khan

doi:10.12669/pjms.321.9007

Abstract

Objective:To determine the effect of transition of summative assessment from frequent modular to combined block assessment and its role on learning of medical students.Methods:A descriptive study was carried out at Islamic International Medical College. A questionnaire comprizing of 8 questions with Likert scale (1-5) was designed for 3rd year students. The questions were grouped in three categories which included learning acquired, personal development and efficacy of assessment tools used in combined block assessment and frequent modular exam separately. Results of end of year exams were analyzed for difference in performance of students in two exams. The received data was analyzed by using SPPS 21.Results:About 60% students agreed that they need to study regularly in frequent modular exams. Combined block assessment promoted more indepth studies and multiple revisions 51% and 55% students respectively. About 42% students, in comparison with 33%, agreed that CBA helped in their personal development while 42% students agreed to assessment tools used in CBA while only 28% students to those used in frequent modular exam. About 47% students agreed that assessment tools in CBA were useful for deep learning and 47% students agreed that time given in CBA was enough in exam preparation. Comparison of all results (x 2 tests) was statistically significant. The comparison of end of year performance showed improvement in the mean of total marks obtained and decrease in the number of failed students in combined block assessment.Conclusion:Transition from frequent to combined block assessment with regular formative assessment has positive effect on learning, personal grooming and performance in summative assessment.

Highlights

Summative assessment is a process to assess the learning outcomes.[1]
Multiple revisions were compulsory for better performance and in CBA (55%) students had more chance to study as more time was given in CBA
Learning and personal grooming may go side by side due to more time space between two summative assessments Forty two percent students, in comparison with 33%, agreed that CBA helped in their personal development

Summary

INTRODUCTION

Summative assessment is a process to assess the learning outcomes.[1]. Assessment drives learning and is seen as an important part of educational process. Deep learners integrate newly acquired and preexisting knowledge in a better way which gives them better understanding of the subject It is encoded and decoded with great depth and is associated with higher educational accomplishments. The surface learners, on the other hand, intend to learn only those portions of subject which they think might come in the exams These students are inclined to put emphasis on certain specific and important facts of subject which may not be linked concept.[5] This type of learning may be associated with extra undue workload with little independence in learning while deep learning can be linked with good quality teaching with effective feedback and freedom in learning[6] and clear awareness of learning objectives. The present study was designed to determine the perception of students about transition from frequent modular to combined block assessments and its possible positive effects on deep learning

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RESULTS

DISCUSSION

CONCLUSION