Progress Testing for Formative Evaluation to Enhance Learning Process and Learning Outcomes
Enhance Learning Process and Learning Outcome
Keywords:
progress testing, learning process, learning outcomeAbstract
According to World Federation of Medical Education (WFME) Standard “B 3.2.4”, medical schools are encouraged to balance formative and summative assessments. This study aimed to examine the outcomes of replacing formative assessments with progress testing in fourth-year medical students in the Department of Anesthesiology, Medical Education Center, Phranangklao Hospital. The 22 students out of 49 were randomly selected and completed progress tests on days 1, 5, and 9 of the course. The test consisted of true-false questions assessing memory, understanding, and problem-solving skills. Results showed statistically significant improvements in problem-solving scores (p < 0.001) between the 1st and 2nd test (-3.73 ± 2.98), the 2nd and 3rd test (-2.82 ± 3.11), and the 1st and 3rd test (-6.55 ± 2.62). Understanding scores also improved significantly between the 1st and 2nd test (-2.27 ± 2.33, p < 0.001) and the 1st and 3rd test (-2.23 ± 3.19, p < 0.004). Memory scores improved significantly between the 1st and 2nd test (-1.05 ± 0.95, p < 0.001) and the 1st and 3rd test (-0.73 ± 1.24, p < 0.012). Students’ satisfaction scores above 4 out of 5 regarding the testing process and the application of learning how to learn to other subjects. In conclusion, progress testing effectively enhances both the learning process and learning outcomes
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