Devi V, Mandal T, Kodidela S, Pallath V
Department of Pharmacology, Melaka Manipal Medical College, Manipal Campus, Manipal University, Manipal, Karnataka, India.
J Postgrad Med. 2012 Oct-Dec;58(4):270-4. doi: 10.4103/0022-3859.105447.
Feedback provided by integrating students' examination performance and the reflection on learning process may assist medical students to identify the essential learning processes required for better understanding of learning material.
To investigate the relationship between the student's learning process and examination performance and to explore students' perspectives on professional feedback given by integrating the self-reflection on learning process and individual examination performance.
At the end of every medical school block examination, faculty provided descriptive feedback to students regarding individual performance in each subject area. The study had a quasi-experimental design.
Students' (n=153) self-reflection on learning process was collected using a reflection-in-learning scale. The learning process of the students categorized in fail, pass and first-class categories were compared. Students' self-reflection-in-learning and common mistakes found in answering essay questions were used to offer feedback. Students' perspectives regarding feedback were collected using a validated questionnaire.
Kruskal-Wallis test and Mann-Whitney test were used to analyze the data. A P<0.017 was considered as statistically significant.
The median score of each item related to reflection was ≤ 4 (Scale 1-7) in all categories of students (n=153) reflecting a low level of reflection. There was a statistically significant difference in total reflection scores between fail (n=46) and first class category (n=42) students (P=0.002). The majority of students agreed feedback assisted in examination preparation, enhanced individual learning and allowed examinations to be viewed as more objective.
This study shows the usefulness of the integration of medical students' reflection-in-learning practices and examination performance in providing descriptive feedback. This modified feedback process may have improved students' awareness leading to acceptance and a conscious practice of self-reflection and enhanced students' examination performance.
整合学生考试成绩与学习过程反思所提供的反馈，可能有助于医学生识别更好理解学习材料所需的关键学习过程。
调查学生学习过程与考试成绩之间的关系，并探讨学生对通过整合学习过程自我反思和个人考试成绩所给予的专业反馈的看法。
在医学院每个模块考试结束时，教师就每个学科领域的个人表现向学生提供描述性反馈。该研究采用准实验设计。
使用学习反思量表收集学生（n = 153）对学习过程的自我反思。比较分为不及格、及格和优秀类别的学生的学习过程。利用学生的学习反思和简答题中常见的错误来提供反馈。使用经过验证的问卷收集学生对反馈的看法。
使用Kruskal-Wallis检验和Mann-Whitney检验分析数据。P<0.017被认为具有统计学意义。
在所有类别的学生（n = 153）中，与反思相关的每个项目的中位数得分≤4（1 - 7分制），表明反思水平较低。不及格（n = 46）和优秀类别（n = 42）的学生在总反思得分上存在统计学显著差异（P = 0.002）。大多数学生同意反馈有助于考试准备、促进个人学习并使考试被视为更客观。
本研究表明，整合医学生的学习反思实践和考试成绩在提供描述性反馈方面是有用的。这种改进的反馈过程可能提高了学生的意识，导致他们接受并自觉进行自我反思，从而提高了学生的考试成绩。
