Mitra Nilesh Kumar, Barua Ankur
Taylor's University, School of Medicine, No. 1 Jalan Taylors, 47500, Subang Jaya, Selangor, Malaysia.
International Medical University, Kuala Lumpur, Malaysia.
BMC Med Educ. 2015 Mar 3;15:29. doi: 10.1186/s12909-015-0318-1.
The impact of web-based formative assessment practices on performance of undergraduate medical students in summative assessments is not widely studied. This study was conducted among third-year undergraduate medical students of a designated university in Malaysia to compare the effect, on performance in summative assessment, of repeated computer-based formative assessment with automated feedback with that of single paper-based formative assessment with face-to face feedback.
This quasi-randomized trial was conducted among two groups of undergraduate medical students who were selected by stratified random technique from a cohort undertaking the Musculoskeletal module. The control group C (n = 102) was subjected to a paper-based formative MCQ test. The experimental group E (n = 65) was provided three online formative MCQ tests with automated feedback. The summative MCQ test scores for both these groups were collected after the completion of the module.
In this study, no significant difference was observed between the mean summative scores of the two groups. However, Band 1 students from group E with higher entry qualification showed higher mean score in the summative assessment. A trivial, but significant and positive correlation (r(2) = +0.328) was observed between the online formative test scores and summative assessment scores of group E. The proportionate increase of performance in group E was found to be almost double than group C.
The use of computer based formative test with automated feedback improved the performance of the students with better academic background in the summative assessment. Computer-based formative test can be explored as an optional addition to the curriculum of pre-clinical integrated medical program to improve the performance of the students with higher academic ability.
基于网络的形成性评估实践对本科医学生终结性评估成绩的影响尚未得到广泛研究。本研究在马来西亚一所指定大学的三年级本科医学生中进行，以比较重复的基于计算机的带有自动反馈的形成性评估与单次基于纸质的带有面对面反馈的形成性评估对终结性评估成绩的影响。
本准随机试验在两组本科医学生中进行，这两组学生是通过分层随机技术从学习肌肉骨骼模块的队列中挑选出来的。对照组C（n = 102）接受基于纸质的形成性多项选择题测试。实验组E（n = 65）接受三次带有自动反馈的在线形成性多项选择题测试。在模块完成后收集这两组的终结性多项选择题测试成绩。
在本研究中，两组的平均终结性成绩之间未观察到显著差异。然而，入学资格较高的实验组E中的1级学生在终结性评估中表现出较高的平均成绩。在实验组E的在线形成性测试成绩与终结性评估成绩之间观察到轻微但显著的正相关（r(2) = +0.328）。发现实验组E成绩的相应提高几乎是对照组C的两倍。
使用带有自动反馈的基于计算机的形成性测试提高了学术背景较好的学生在终结性评估中的成绩。基于计算机的形成性测试可作为临床前综合医学课程的一种可选补充进行探索，以提高学术能力较高的学生的成绩。
