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Online formative assessments: exploring their educational value
Kavitha Nagandla1, Sharifah Sulaiha1, Sivalingam Nalliah1
1Department of obstetrics and Gyanecology, International Medical University, Jalan Rasah, Seremban, 70200, Malaysia.
Summary
Online formative assessments (OFAs) in medical education did not significantly impact summative exam scores. However, students perceived OFAs as valuable tools for self-directed learning and tailored education.
Area of Science:
- Medical Education
- Educational Technology
- Assessment in Medicine
Background:
- Online formative assessments (OFAs) are recognized in medical education for promoting self-directed learning.
- OFAs offer automated feedback and are perceived as time-efficient.
- This study explored the impact and student experience of OFAs in Obstetrics and Gynaecology.
Purpose of the Study:
- To determine if participation and performance in OFAs affect learning outcomes.
- To evaluate medical students' experiences with OFAs.
- To assess the utility of OFAs in Obstetrics and Gynaecology training.
Main Methods:
- A cross-sectional study involving 92 fourth-year medical students.
- Five sets of OFAs (OBA, OSPE, SAQ) delivered online over five weeks.
- Comparison of summative exam scores between OFA users and non-users; analysis of tool usage and satisfaction surveys.
Main Results:
- No significant difference in summative exam scores between OFA users and non-users (p=0.902 for OBA, p=0.633 for SAQ, p=0.248 for OSPE).
- The majority of students found OFAs met their aims and objectives.
- Students indicated they would encourage peers to participate in OFAs.
Conclusions:
- OFAs are perceived by students as effective tools for enhancing self-directed learning.
- OFAs are believed to improve knowledge and personalize education to individual needs and learning styles.
- Student perception suggests OFAs are valuable despite no significant impact on summative scores in this pilot study.
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