Efficacy of Google Form-based MCQ tests for formative assessment in medical biochemistry education.
Biochemistry
CBME
Google Forms
MCQ test
formative assessment
Journal
Journal of education and health promotion
ISSN: 2277-9531
Titre abrégé: J Educ Health Promot
Pays: India
ID NLM: 101593794
Informations de publication
Date de publication:
2024
2024
Historique:
received:
07
07
2023
accepted:
24
08
2023
medline:
10
5
2024
pubmed:
10
5
2024
entrez:
10
5
2024
Statut:
epublish
Résumé
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) ( 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.
Sections du résumé
BACKGROUND
BACKGROUND
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.
MATERIALS AND METHODS
METHODS
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.
RESULTS
RESULTS
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) (
CONCLUSION
CONCLUSIONS
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.
Identifiants
pubmed: 38726095
doi: 10.4103/jehp.jehp_981_23
pii: JEHP-13-92
pmc: PMC11081433
doi:
Types de publication
Journal Article
Langues
eng
Pagination
92Informations de copyright
Copyright: © 2024 Journal of Education and Health Promotion.
Déclaration de conflit d'intérêts
There are no conflicts of interest.