Challenging medical students with an interim assessment: a positive effect on formal examination score in a randomized controlled study.
SourceAdvances in Health Sciences Education, 17, 1, (2012), pp. 27-37
1 maart 2012
Article / Letter to editor
Display more detailsDisplay less details
Donders Centre for Cognitive Neuroimaging
Epidemiology, Biostatistics & HTA
F.C. Donders Centre for Cognitive Neuroimaging
Advances in Health Sciences Education
Subject130 000 Cognitive Neurology & Memory; 130 030 The schema-consolidation hypothesis; DCN MP - Plasticity and memory; NCEBP 2: Evaluation of complex medical interventions; ONCOL 3: Translational research
Until now, positive effects of assessment at a medical curriculum level have not been demonstrated. This study was performed to determine whether an interim assessment, taken during a small group work session of an ongoing biomedical course, results in students' increased performance at the formal course examination. A randomized controlled trial was set up, with an interim assessment without explicit feedback as intervention. It was performed during a regular biomedical Bachelor course of 4 weeks on General Pathology at the Radboud University Nijmegen Medical Centre. Participants were 326 medical and 91 biomedical science students divided into three study arms: arm Intervention-1 (I-1) receiving one interim assessment; arm I-2 receiving two interim assessments, and control arm C, receiving no interim assessment. The study arms were stratified for gender and study discipline. The interim assessment consisted of seven multiple-choice questions on tumour pathology. Main outcome measures were overall score of the formal examination (scale 1-10), and the subscore of the questions on tumour pathology (scale 1-10). We found that students who underwent an interim assessment (arm I) had a 0.29-point (scale 1-10) higher score on the formal examination than the control group (p = 0.037). For the questions in the formal examination on tumour pathology the score amounted to 0.47 points higher (p = 0.007), whereas it was 0.17 points higher for the questions on topics related to the previous 3 weeks. No differences in formal examination score were found between arms I-1 and I-2 (p = 0.817). These findings suggest that an interim assessment during a small group work session in a randomized study setting stimulates students to increase their formal examination score.
Upload full text
Use your RU credentials (u/z-number and password) to log in with SURFconext to upload a file for processing by the repository team.