Bobby Zachariah, Meiyappan Kavitha
Department of Biochemistry, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, India 605006.
Department of Biochemistry, Government Sivagangai Medical College, Sivagangai, Tamil Nadu, India 630561.
Biochem Mol Biol Educ. 2018 Sep;46(5):472-477. doi: 10.1002/bmb.21171.
Focused self-directed learning is very much essential at present in medical education to catch-up with the increasing information load. Cognitive psychology laboratory studies show that repeated testing of information produces superior retention relative to repeated study. The overall goal of this intervention was to evaluate the effectiveness of "Test enhanced learning" in the form of "Open book examination" as a formative assessment in Biochemistry when compared to "Self-study." Three exercises were carried out after the regular teaching sessions on different topics in biochemistry for the first year MBBS students. A multiple choice questions based pretest was conducted after the regular lecture classes on a topic but before the revision exercise. The students were subjected "Open book examination" with short answer questions for a period of 1 hour. A posttest was done with the same set of MCQs after the revision exercises. The gain score of "Open book examination" was compared with that of "Self study." Feedback from the students was taken. The isolated results from each of the three exercises conducted and their combined results supported the hypothesis that "Test enhanced learning" in the form of open book examination is a superior form of learning process than self-study for assimilation of knowledge. Most of the students opined that the "Open book examination" enhanced their self directed focused learning process. The students felt that "Open book examination" is more beneficial than "Self study" in reinforcing the learning concepts after regular didactic lectures. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):472-477, 2018.
在医学教育中，为了跟上日益增长的信息负荷，有针对性的自主学习目前非常必要。认知心理学实验室研究表明，相对于重复学习，对信息进行反复测试能产生更好的记忆效果。本干预措施的总体目标是，与“自学”相比，评估以“开卷考试”形式进行的“测试强化学习”作为生物化学形成性评估的有效性。针对一年级医学学士学生，在生物化学不同主题的常规教学课程结束后开展了三项练习。在关于某一主题的常规讲座课程之后、复习练习之前，进行了一次基于多项选择题的预测试。让学生进行为期1小时的开卷考试，考试题型为简答题。复习练习之后，用同一套多项选择题进行了后测。将“开卷考试”的得分增益与“自学”的得分增益进行了比较。收集了学生的反馈意见。三项练习各自的独立结果及其综合结果均支持以下假设：就知识吸收而言，以开卷考试形式进行的“测试强化学习”是比自学更优的学习方式。大多数学生认为“开卷考试”增强了他们的自主定向学习过程。学生们觉得，在常规理论讲座之后，“开卷考试”在强化学习概念方面比“自学”更有益。© 2018国际生物化学与分子生物学联盟，46(5):472 - 477, 2018。
