Panchbudhe Sanjyoti, Shaikh Simran, Swami Hanmant, Kadam Charushila Y, Padalkar Ramchandra, Shivkar Rajni R, Gulavani Gouri, Gulajkar Supriya, Gawade Shubhangi, Mujawar Farheen
Department of Biochemistry, Shrimati Kashibai Navale Medical College and General Hospital, Narhe, Pune, Maharashtra, India.
Department of Biochemistry, RKDF Medical College Hospital and Research Centre, Bhopal, Madhya Pradesh, India.
J Educ Health Promot. 2024 Mar 28;13:92. doi: 10.4103/jehp.jehp_981_23. eCollection 2024.
Biochemistry, being a vast and complex subject, can be challenging for Phase I MBBS students to comprehend and retain. Embracing rapidly evolving technology can facilitate a more accessible learning experience. In this study, we investigated the effectiveness of using Google Form-based multiple-choice question (MCQ) tests as a formative assessment tool after each biochemistry lecture series. The aim was to assess the improvement and gather feedback of Phase I MBBS students on the utility of this assessment tool.
This educational prospective longitudinal study was conducted by the Department of Biochemistry at a university-affiliated medical college and tertiary care hospital. The study included 150 Phase I MBBS students as participants. Google Form-based MCQ tests were implemented as educational interventions after each lecture series during the study period. The study compared the internal assessment (IA) MCQ marks of students before and after the implementation of the intervention. In addition, feedback questionnaires were collected from the students.
There was a significant improvement in students' scores between the first IA (mean ± standard deviation [SD], 8.16 ± 3.08) and second IA (mean ± SD, 17.64 ± 2.02) ( < 0.0001). According to students' feedback, 149 out of 150 (99.3%) students found the use of Google Form-based MCQ tests as a formative assessment tool in the teaching-learning process to be highly beneficial and motivated them to engage in their biochemistry studies.
With the shift toward competency-based medical education (CBME) in India, it is crucial for educators to embrace novel teaching-learning and evaluation approaches. Our study highlighted the efficacy of employing Google Form-based MCQ tests in enhancing students' comprehension of the biochemistry subject, evaluating their scores and improving the overall quality of learning. Through this mode of assessment, teachers were able to provide targeted feedback on areas that required improvement, thereby enhancing the learning experience.
生物化学是一门庞大而复杂的学科，对于医学学士一年级的学生来说，理解和记忆具有挑战性。采用快速发展的技术可以促进更便捷的学习体验。在本研究中，我们调查了在每个生物化学讲座系列之后使用基于谷歌表单的多项选择题（MCQ）测试作为形成性评估工具的有效性。目的是评估医学学士一年级学生在该评估工具实用性方面的进步并收集反馈。
这项教育前瞻性纵向研究由一所大学附属医学院和三级护理医院的生物化学系进行。该研究纳入了150名医学学士一年级学生作为参与者。在研究期间，每个讲座系列之后实施基于谷歌表单的MCQ测试作为教育干预措施。该研究比较了干预实施前后学生的内部评估（IA）MCQ成绩。此外，还收集了学生的反馈问卷。
第一次IA（均值±标准差[SD]，8.16±3.08）和第二次IA（均值±SD，17.64±2.02）之间学生成绩有显著提高（<0.0001）。根据学生的反馈，150名学生中有149名（99.3%）发现将基于谷歌表单的MCQ测试用作教学过程中的形成性评估工具非常有益，并激励他们参与生物化学学习。
随着印度向基于能力的医学教育（CBME）转变，教育工作者采用新颖的教学和评估方法至关重要。我们的研究强调了采用基于谷歌表单的MCQ测试在提高学生对生物化学学科的理解、评估他们的成绩以及提高整体学习质量方面的有效性。通过这种评估方式，教师能够针对需要改进的领域提供有针对性的反馈，从而增强学习体验。
