All India Institute of Medical Sciences, Deoghar, India.
Raiganj Government Medical College and Hospital, West Bengal, India.
Adv Physiol Educ. 2023 Dec 1;47(4):803-809. doi: 10.1152/advan.00110.2023. Epub 2023 Aug 31.
Formative assessment is vital for student learning and engagement. Social media platforms like Twitter have gained popularity in medical education, but little research has explored student perceptions of formative assessment through Twitter. This study aimed to observe participation rates in Twitter poll-based formative assessment and survey students' perceptions of it in a rural medical college in India. Fifteen formative assessment sessions were conducted using a Twitter poll after physiology lectures, with five multiple-choice questions per session. The number of participants in each poll was recorded. A questionnaire collected student perceptions after the sessions. Across 15 Twitter poll sessions, we received an average of 12.65 ± 5.53 (median 12) responses. Most students (63%) did not participate, with only 4% participating in over 10 sessions. A total of 107 students participated in the survey, resulting in an 85.6% response rate. Students found social media-based formative assessment interesting and effective for increasing attention in class. However, they preferred alternative platforms like Telegram and Instagram for formative assessment. In conclusion, most students in a rural medical college in India do not participate in Twitter poll-based formative assessment. Nevertheless, students found it interesting and effective, highlighting the importance of considering students' platform preferences for implementing social media-based formative assessment. The study presents the participation of medical students in Twitter poll-based formative assessment in a rural medical college in India. Despite low participation rates, students found social media-based formative assessment highly effective in increasing their attention during class. The study also reveals student preferences for alternative platforms like Telegram and Instagram. These insights contribute significantly to understanding the impact and relevance of social media-based formative assessment in diverse educational contexts.
形成性评估对于学生的学习和参与至关重要。社交媒体平台如 Twitter 在医学教育中越来越受欢迎，但很少有研究探讨学生对通过 Twitter 进行形成性评估的看法。本研究旨在观察印度一所农村医学院学生对基于 Twitter 投票的形成性评估的参与率，并调查他们对这种评估方式的看法。在生理学讲座后，我们使用 Twitter 投票进行了 15 次形成性评估，每次有 5 个多项选择题。记录每个投票的参与者人数。在课程结束后，我们通过问卷调查收集学生的看法。在 15 次 Twitter 投票评估中，我们平均收到 12.65±5.53（中位数 12）条回复。大多数学生（63%）没有参与，只有 4%的学生参与了超过 10 次。共有 107 名学生参与了调查，回应率为 85.6%。学生们认为基于社交媒体的形成性评估很有趣，并且可以有效提高课堂注意力。然而，他们更喜欢 Telegram 和 Instagram 等替代平台进行形成性评估。总之，印度一所农村医学院的大多数学生都不参与基于 Twitter 投票的形成性评估。尽管参与率较低，但学生们认为这种评估方式很有趣且有效，这凸显了在实施基于社交媒体的形成性评估时考虑学生平台偏好的重要性。本研究展示了印度一所农村医学院的医学生参与基于 Twitter 投票的形成性评估的情况。尽管参与率较低，但学生们发现基于社交媒体的形成性评估在提高课堂注意力方面非常有效。该研究还揭示了学生对 Telegram 和 Instagram 等替代平台的偏好。这些见解对理解基于社交媒体的形成性评估在不同教育背景下的影响和相关性具有重要意义。
