Online Assessments Improve Medical Student Learning
Author Information
Author(s): Gary M Velan, Philip Jones, H Patrick McNeil, Rakesh K Kumar
Primary Institution: The University of New South Wales
Hypothesis
Does participation and performance in integrated online formative assessments in the biomedical sciences have measurable effects on learning by junior medical students?
Conclusion
The study found that well-designed formative assessments can significantly enhance learning outcomes for medical students.
Supporting Evidence
- Students rated online assessments highly on all measures.
- Participation in formative assessments had a statistically significant positive relationship with EOC marks in all courses.
- Performance in formative assessments correlated significantly with EOC marks.
Takeaway
This study shows that when medical students take online quizzes, they tend to do better in their exams. It's like practicing for a test helps you score higher!
Methodology
The study analyzed end-of-course examination marks and student perceptions over two years, comparing those who participated in online formative assessments with those who did not.
Potential Biases
There is a potential bias as students who are more motivated may be more likely to engage with formative assessments.
Limitations
The study cannot definitively conclude a causal relationship between formative assessments and exam performance, as it may be that more motivated students are more likely to participate.
Participant Demographics
Students enrolled in the first two years of an undergraduate Medicine program.
Statistical Information
P-Value
0.009
Confidence Interval
1.6 to 11.0
Statistical Significance
p<0.001
Digital Object Identifier (DOI)
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