The Effectiveness of the Implementation of the Feedback Process after the Biochemistry Lesson with an Evaluation Approach for Learning

Abstract

Introduction: Holding a post-exam feedback session may help with learning and training retention. Therefore, the present study was conducted to investigate the effectiveness of the implementation of the post-exam feedback process in the biochemistry course with an evaluation approach for learning. Method: This cross-sectional study was conducted on 127 students of North Khorasan University of Medical Sciences, Bojnourd, Iran. Sampling was performed by census method. Data was collected using a demographic and educational form, students' experience, satisfaction, and acceptability questionnaire from the post-exam feedback session. After completing the Biochemistry final exam at the end of the semester, the feedback session was held for two hours. Then, two weeks after this session, the aforementioned questionnaires were completed. The collected data was analyzed using SPSS (version 24), and indices of central tendency, dispersion, and frequency distribution were measured. Results: The mean score of satisfaction and acceptability of the post-exam feedback session was measured at 4.22 ± 0.7. The highest average score of students' experience from participating in the post-exam feedback session was related to "clarification of students' expectations," which was 4.44 ± 0.62. Moreover, the results showed that the students' experience, satisfaction, and acceptance of participating in the post-exam feedback session were higher than the expected average and optimal level. Conclusion: Planning to hold a post-exam feedback process as part of the lesson plan is associated with the satisfaction and acceptance of students. It is suggested that more studies be conducted on the implementation of the post-exam feedback process after the mid-semester exams