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Assessment for learning: a needs analysis study using formative assessment to evaluate the need for curriculum reform

Reem Rachel Abraham1, Faith Alele2, Ullas Kamath1

  • 1Melaka Manipal Medical College, Manipal Academy of Higher Education , Manipal, Karnataka , India.

Advances in Physiology Education
|July 24, 2018
PubMed
Summary
This summary is machine-generated.

Medical students struggle to apply basic science knowledge clinically, as shown by a low pass rate on the Basic Science Retention Examination (BSRE). Assessments should prioritize clinical application to improve knowledge transfer.

Keywords:
basic sciencesformative assessmentneeds analysis

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Area of Science:

  • Medical Education
  • Basic Sciences
  • Curriculum Reform

Background:

  • Effective knowledge transfer from basic sciences to clinical practice is crucial for medical professionals.
  • Current assessment methods may not adequately evaluate students' ability to apply foundational knowledge in clinical scenarios.

Purpose of the Study:

  • To conduct a needs analysis for curriculum reform in basic sciences at Melaka Manipal Medical College.
  • To evaluate the effectiveness of current teaching and assessment methods in promoting clinical application of basic science knowledge.

Main Methods:

  • A formative assessment, the Basic Science Retention Examination (BSRE), was administered to students.
  • The BSRE included recall and clinical multiple-choice questions across six disciplines, with students rating clinical relevance.
  • Student performance was compared between question types, and open-text comments were thematically analyzed.

Main Results:

  • Only 32.2% of students passed the BSRE, indicating poor knowledge retention and application.
  • Students generally performed better on recall questions than clinical application questions in most subjects.
  • Physiology was an exception, with higher scores on clinical questions.

Conclusions:

  • There is a significant gap in the transfer of basic science knowledge to clinical application among medical students.
  • Assessment strategies need to be reformed to emphasize and evaluate the clinical relevance and application of basic science concepts.
  • Curriculum adjustments are recommended to better bridge the gap between theoretical knowledge and practical clinical skills.