Sabale Rupali, Manapuranth Rukman Mecca, Subrahmanya Saurabha Urmi, Pathak Barsha
Department of Community Medicine, Seth G S Medical College and KEM Hospital, Mumbai, Maharashtra, India.
Indian J Community Med. 2022 Jan-Mar;47(1):34-38. doi: 10.4103/ijcm.IJCM_682_21. Epub 2022 Mar 16.
There is a paucity of research on conducting written formative assessment with constructive feedback for theory paper writing for postgraduates of Community Medicine in India. The concept of "Written Formative assessments with Peer-Assisted Learning Program" was implemented to improve the first 2 levels of Miller's Pyramid and assess its impact on the summative assessment.
The program was conducted for 2 batches of postgraduate students in the Community Medicine enrolled for the academic session of 2016-2019 and 2017-2020. The written formative assessment was conducted every Saturday for 1 h from August to March month in 2018 and 2019. After each test, answer papers were evaluated by the peer and faculty from the department. Written and oral feedback was given by the peer. After IEC approval, we planned to assess the program's effect on level 1 and level 2 Kirkpatrick's framework. The data were analyzed using SPSS statistical package version 24 (SPSS Inc., Chicago, IL, USA). < 0.05 was considered statistically significant.
Total 23 formative written assessments were conducted per year. The proportions of knowledge, comprehension, and analytical type of questions asked were 47%, 32%, and 21%, respectively. The mean attendance rate was 76.28% ±16.4%. There was no statistically significant difference in the average percentage of marks in formative (weekly test) and summative assessment (university final examination). There was a statistically significant positive co-relation of projected mean marks and summative assessment marks with the co-efficient of the determination being 22.6%. There was overall positive feedback of the formative and peer-assisted learning (PAL) from post graduate students.
Written Formative Assessment with PAL program is one of the effective programs for postgraduate students to gain confidence in writing and presentation skills and to score higher in theory examination.
在印度，针对社区医学专业研究生理论论文写作进行带有建设性反馈的书面形成性评估的研究较少。“同伴辅助学习计划的书面形成性评估”这一概念被用于提升米勒金字塔的前两个层次，并评估其对总结性评估的影响。
该计划针对2016 - 2019学年和2017 - 2020学年注册的两批社区医学专业研究生开展。在2018年和2019年8月至次年3月期间，每周六进行1小时的书面形成性评估。每次测试后，答卷由同组同学和系里的教师进行评估。同学会给出书面和口头反馈。在获得伦理审查委员会批准后，我们计划评估该计划对柯克帕特里克框架第一和第二层次的影响。数据使用SPSS统计软件包版本24（SPSS公司，美国伊利诺伊州芝加哥）进行分析。P < 0.05被认为具有统计学意义。
每年共进行23次书面形成性评估。所提问题中知识型、理解型和分析型问题的比例分别为47%、32%和21%。平均出勤率为76.28%±16.4%。形成性评估（每周测试）和总结性评估（大学期末考试）的平均分数百分比无统计学显著差异。预计平均分数与总结性评估分数之间存在统计学显著的正相关，决定系数为22.6%。研究生对形成性评估和同伴辅助学习（PAL）总体反馈积极。
同伴辅助学习计划的书面形成性评估是帮助研究生在写作和展示技能方面获得信心并在理论考试中取得更高分数的有效计划之一。
