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Two-Phase Individual Assessments: A Second-Chance Assessment Strategy With Individualized Feedback to Promote

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    The Two-Phase Individual Assessment (TPIA) model improved medical student performance on multiple-choice question (MCQ) exams by providing immediate feedback and a second chance to improve scores. This assessment for learning approach enhanced student outcomes and satisfaction.

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    Area of Science:

    • Medical Education
    • Assessment and Evaluation
    • Learning Sciences

    Background:

    • Traditional high-stakes multiple-choice question (MCQ) exams in medical education often assess learning at a single point without providing actionable feedback.
    • Educators seek balanced approaches combining efficient assessment of learning with opportunities for feedback and improvement.

    Purpose of the Study:

    • To evaluate the effectiveness of the Two-Phase Individual Assessment (TPIA) model in a preclinical medical course.
    • To determine if TPIA improves student performance and satisfaction compared to traditional MCQ exams.

    Main Methods:

    • Implemented a novel TPIA model in a 4-week preclinical course, featuring two MCQ exams on the same day with a study period for feedback utilization.
    • Students received individualized feedback after the first exam to prepare for a second-chance exam, with only the highest score counting towards the final grade.

    Main Results:

    • Significant score improvements were observed between the first and second exams in the first three weeks of the TPIA model (mean increases of 4.93, 5.06, and 10.86).
    • Student surveys indicated a strong preference for the TPIA format, valuing the individualized feedback, study time, and opportunity for improvement.

    Conclusions:

    • The TPIA model effectively enhances medical student performance on MCQ exams by integrating assessment with opportunities for learning and improvement.
    • This approach fosters a culture of feedback literacy and supports student learning and professional growth, warranting further investigation in clinical settings.