Division of Pulmonary Medicine, Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand.
BMC Med Educ. 2024 Nov 26;24(1):1373. doi: 10.1186/s12909-024-06347-5.
Formative assessment promotes positive learning outcomes and evaluates students over time. We aimed to evaluate students' learning achievements after implementing a formative assessment technique by using a normalised gain method.
This retrospective observational study was conducted at the School of Medicine and Health Science, Faculty of Medicine, Prince of Songkla University, Thailand. There were 118 fifth-year medical students who attended a general pediatric course in the 2021-2022 academic year.
In the summative assessment, the post-test scores were significantly greater than the pretest scores (mean difference 20.53, 95% CI (18.63-22.44), P < 0.001). The median value of the overall student learning gain (g) was 0.34 (0.23, 0.45). Students with medium gains had significantly higher scores than those with low gains (P < 0.001). Students' learning gains had a positive correlation with post-test scores. (R = 0.6, P = 0.01).
The formative assessment technique is a valuable method for enhancing students' learning outcomes by offering timely and effective feedback through mentoring systems. It is essential to integrate formative assessments into standard assessment strategies in undergraduate medical education.
形成性评估促进积极的学习成果，并随着时间的推移评估学生。我们旨在通过使用归一化增益方法评估实施形成性评估技术后学生的学习成绩。
这是一项在泰国宋卡王子大学医学院医学与健康科学学院进行的回顾性观察研究。有 118 名五年级医学生参加了 2021-2022 学年的普通儿科课程。
在总结性评估中，后测分数明显高于前测分数（平均差异 20.53，95%置信区间（18.63-22.44），P < 0.001）。总体学生学习增益（g）的中位数为 0.34（0.23，0.45）。中增益学生的得分明显高于低增益学生（P < 0.001）。学生的学习增益与后测分数呈正相关。（R = 0.6，P = 0.01）。
形成性评估技术是一种通过辅导系统提供及时有效的反馈来增强学生学习成果的有价值方法。将形成性评估纳入本科医学教育的标准评估策略中至关重要。
