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Does incourse assessment and counselling improve exist performance?

D M Jenkins1

  • 1University College Cork, Department of Obstetrics and Gynaecology, Cork Regional Hospital, Wilton, Ireland.

Medical Teacher
|January 1, 1992
PubMed
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An in-course MCQ test in obstetrics and gynaecology identified at-risk students. While effective in flagging students needing improvement, the provided advice only helped half of them succeed in the final medical examination.

Area of Science:

  • Medical Education
  • Obstetrics and Gynaecology
  • Assessment and Evaluation

Background:

  • Formative assessments are crucial for identifying students at risk of academic failure.
  • Timely feedback and targeted advice are essential components of effective medical education.

Purpose of the Study:

  • To evaluate the effectiveness of an in-course multiple-choice question (MCQ) test in obstetrics and gynaecology for identifying final-year medical students at risk of failing the final examination.
  • To assess the impact of individualized performance-based advice on student outcomes.

Main Methods:

  • A cohort of 60 final-year medical students completed an in-course MCQ test in obstetrics and gynaecology.
  • Students received individualized advice based on their MCQ performance regarding the need to improve their subject knowledge.

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  • Student performance in the final medical examination was analyzed in relation to their MCQ scores and the advice received.

    • Main Results:

    • Students who performed well on the in-course MCQ did not fail or achieve borderline results in the final examination.
    • Half of the students advised to work harder achieved the lowest marks in the final examination, indicating limitations in the intervention's effectiveness.
    • The in-course MCQ demonstrated sensitivity in identifying students at risk, but the accompanying advice was insufficient for a significant portion of this group.

    Conclusions:

    • In-course MCQ assessments can effectively identify medical students at risk of poor performance in obstetrics and gynaecology.
    • Individualized advice based on formative assessment feedback may not adequately address learning deficiencies in all at-risk students.
    • Further strategies are needed to support students identified as lacking self-motivation or having other deficiencies to ensure their success in medical examinations and future practice.