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Promoting learning outcomes in paediatrics through formative assessment.

Shahana Akhter Rahman1

  • 1Bangabandhu Sheikh Mujib Medical University (Former IPGM&R), Dhaka, Bangladesh.

Medical Teacher
|July 6, 2002
PubMed
Summary

Formative assessment strategies, including Objective Structured Clinical Examination (OSCE) and self-assessment exercises, effectively promote pediatric learning outcomes in medical students. These methods enhance clinical competence, even without summative assessments.

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Area of Science:

  • Medical Education
  • Pediatric Training
  • Assessment Strategies

Background:

  • Effective formative assessment is crucial for developing clinical competence in medical students.
  • Traditional summative assessments may not fully capture practical skills in pediatrics.
  • There is a need for robust assessment methods to improve pediatric learning outcomes.

Purpose of the Study:

  • To develop and evaluate formative assessment strategies for pediatric education.
  • To determine the impact of self-assessment exercises and OSCE on learning outcomes.
  • To assess medical students' perceptions of these formative assessment techniques.

Main Methods:

  • Fifty fifth-year medical students participated in the study.
  • Students were exposed to two formative assessment strategies: self-assessment exercises and Objective Structured Clinical Examination (OSCE).

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  • Student perceptions were collected using a Likert-type five-point scale post-exposure.

    • Main Results:

    • Both self-assessment exercises and OSCE were perceived as strong formative assessment strategies.
    • These strategies were found to promote relevant learning outcomes in pediatrics.
    • Students reported positive perceptions regarding the usefulness of these assessments.

    Conclusions:

    • Objective Structured Clinical Examination (OSCE) and self-assessment exercises are effective formative assessment tools in pediatrics.
    • Implementing these strategies can enhance medical students' competence in managing pediatric patients.
    • Formative assessments can improve learning outcomes independently of summative assessment effectiveness.