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

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.