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Students' perceptions on feedback module in pharmacology.

Varsha J Patel1, Supriya D Malhotra1, Devang A Rana1

  • 1Department of Pharmacology, NHLMMC, Ahmedabad, Gujarat, India.

Journal of Education and Health Promotion
|August 9, 2016
PubMed
Summary
This summary is machine-generated.

Students reported highly favorable perceptions of a feedback module used in medical education. This feedback system, incorporating collective and individual sessions, is feasible for formative assessment in large medical colleges.

Keywords:
Feedback moduleformative assessmentmedical educationmultiple choice question testwritten test

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Area of Science:

  • Medical Education
  • Formative Assessment

Background:

  • Feedback is crucial for formative assessment but often underutilized in medical education.
  • This study evaluated a feedback module based on student perceptions.

Purpose of the Study:

  • To assess student perceptions of a feedback module implemented in medical education.
  • To determine the feasibility of the feedback module for formative assessment.

Main Methods:

  • A feedback module involving collective class feedback and individual student-teacher interactions was used.
  • Students also completed multiple-choice questions (MCQs) with immediate answer keys and explanations.
  • Student perceptions were gathered using a Likert scale questionnaire, with 206 students participating.

Main Results:

  • High student agreement (93-98%) was reported for feedback after term-ending examinations.
  • For MCQs, agreement ranged from 91-98% regarding the feedback provided.
  • No significant differences in perception were found between students attending different numbers of feedback sessions or between the two classes.

Conclusions:

  • The feedback module received a favorable student opinion.
  • This feedback module is a feasible approach for formative assessment in large medical institutions, particularly through written tests.