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Do students achieve the desired learning goals using open-book formative assessments?

Stefan P Minder1, David Weibel2, Bartholomäus Wissmath3

  • 1Dean's Office, Medical Faculty of the University of Bern, Switzerland.

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|November 21, 2018
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Medical students who took a relevant online formative assessment before a practical course showed improved knowledge and deeper understanding. This highlights the benefit of targeted assessments and feedback for academic preparation.

Keywords:
blended learningcourse preparationformative assessmentmedical curriculumpractical course

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Area of Science:

  • Medical Education
  • Educational Psychology

Background:

  • Formative assessments can enhance learning outcomes.
  • The effectiveness of online, open-book formative assessments in medical education requires further investigation.

Purpose of the Study:

  • To determine if medical students benefit from an open-book online formative assessment prior to a practical course.
  • To assess the impact on both core and in-depth knowledge acquisition.

Main Methods:

  • A between-subjects experimental design with 232 second-year medical students.
  • Random assignment to a treatment group (relevant formative assessment) or control group (unrelated assessment).
  • Assessment of course-script knowledge and in-depth knowledge.

Main Results:

  • Students receiving the relevant formative assessment demonstrated superior course-script knowledge at both the beginning and end of the practical course.
  • The positive effect was amplified for students who engaged with the feedback provided.
  • A significantly greater gain in in-depth knowledge was observed in the treatment group.

Conclusions:

  • A formative assessment directly preceding and related to a practical course significantly benefits medical students.
  • Students gain enhanced topic understanding and acquire deeper knowledge beyond the basic curriculum.
  • The study underscores the critical role of feedback mechanisms within formative assessments.