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Assessment test before the reporting phase of tutorial session in problem-based learning.

Reinaldo B Bestetti1, Lucélio B Couto1, Carolina Ba Restini1

  • 1Department of Medicine, UNAERP Medical School, University of Ribeirão Preto, Ribeirão Preto, Brazil.

Advances in Medical Education and Practice
|March 11, 2017
PubMed
Summary
This summary is machine-generated.

Implementing a pre-reporting assessment test in medical problem-based learning tutorials improved overall student academic achievement. This intervention particularly boosted scores for sixth-semester students compared to their performance in the fifth semester.

Keywords:
assessmentmedical educationproblem-based learningself-directed learningundergraduates

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Area of Science:

  • Medical Education
  • Problem-Based Learning
  • Academic Achievement

Background:

  • Problem-based learning (PBL) is challenging for pre-university students, especially during the self-study phase before tutorial reporting.
  • Difficulty adapting to PBL methods can hinder academic progress in preclinical medical students.
  • There is a need to enhance student performance within the PBL framework.

Purpose of the Study:

  • To evaluate the impact of a multiple-choice assessment test on preclinical medical students' academic achievement.
  • To determine if administering a test before the reporting phase of PBL tutorials improves student performance.

Main Methods:

  • A five-question multiple-choice test, aligned with learning goals, was administered after self-study and before reporting in PBL tutorials.
  • The assessment was applied across modules from the fifth to eighth semesters.
  • End-of-module test scores were compared before and after the intervention.

Main Results:

  • Overall mean test scores increased from 65.2% to 68.0% after implementing the pre-reporting assessment (P<0.05).
  • Sixth-semester students showed improved scores (67.6%) compared to their fifth-semester performance (63.9%) (P<0.05).
  • Scores for seventh and eighth-semester students remained stable or showed non-significant increases.

Conclusions:

  • An assessment test administered before the reporting phase of PBL tutorials enhances overall academic achievement in medical students.
  • The intervention showed a significant positive effect on sixth-semester students' academic performance relative to their prior semester.
  • This strategy can be a valuable tool for improving student outcomes in problem-based learning medical curricula.