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Introducing regular formative assessment to enhance learning among dental students at Islamic International Dental College.
J Pak Med Assoc. 2015 Dec; 65(12):1277-82.JP

Abstract

OBJECTIVE

To evaluate the effectiveness of Formative Assessment in enhancing learning among dental students, and to interpret the assessment from students' perspective in this regard.

METHODS

The experimental non-randomised controlled study was conducted from January to June 2013 at Islamic International Dental College, Islamabad, and comprised first year Bachelor of Dental Surgery students attending regular physiology lectures and tutorials. Summative assessments conducted at the end of each unit were included as pre-intervention tests. After one month's planning, central nervous system unit was delivered in a month's trial with four formative assessment and feedback sessions (one per week). Likert scale-based student feedback questionnaire was administered. Post-intervention summative assessment was done by Multiple Choice and Short Essay Questions. Data was analysed using SPSS 17.

RESULTS

Out of 68 students, 64(94.1%) agreed that a conducive environment was maintained and 62(90%) agreed that such sessions should be continued throughout the year; 59(87%) reflected that the feedback provided by the teacher was timely and positive and ensured equitable participation; 56(82%)agreed that it enhanced their interest in the subject; 56(68%) agreed that they were now more focussed; and43(63%)were of the opinion that they have progressed in the subject through these sessions. There was highly significant improvement in the monthly post-intervention test scores compared to pre-intervention test (p=0.000).

CONCLUSIONS

Formative assessment sessions enhanced motivation and learning in first year dental students. Organised regular sessions with students' feedback may contribute to the development of pedagogic practice.

Authors+Show Affiliations

Department of Physiology, Islamic International Dental College, Riphah International University, Islamabad.Department of Pathology, Islamic International Dental College, Riphah International University, Islamabad.Islamic International Medical College, Riphah International University, Rawalpindi.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

26627507

Citation

Riaz, Fatima, et al. "Introducing Regular Formative Assessment to Enhance Learning Among Dental Students at Islamic International Dental College." JPMA. the Journal of the Pakistan Medical Association, vol. 65, no. 12, 2015, pp. 1277-82.
Riaz F, Yasmin S, Yasmin R. Introducing regular formative assessment to enhance learning among dental students at Islamic International Dental College. J Pak Med Assoc. 2015;65(12):1277-82.
Riaz, F., Yasmin, S., & Yasmin, R. (2015). Introducing regular formative assessment to enhance learning among dental students at Islamic International Dental College. JPMA. the Journal of the Pakistan Medical Association, 65(12), 1277-82.
Riaz F, Yasmin S, Yasmin R. Introducing Regular Formative Assessment to Enhance Learning Among Dental Students at Islamic International Dental College. J Pak Med Assoc. 2015;65(12):1277-82. PubMed PMID: 26627507.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Introducing regular formative assessment to enhance learning among dental students at Islamic International Dental College. AU - Riaz,Fatima, AU - Yasmin,Shahina, AU - Yasmin,Raheela, PY - 2015/12/3/entrez PY - 2015/12/3/pubmed PY - 2017/1/14/medline KW - Formative assessment, Learning, Dental students. SP - 1277 EP - 82 JF - JPMA. The Journal of the Pakistan Medical Association JO - J Pak Med Assoc VL - 65 IS - 12 N2 - OBJECTIVE: To evaluate the effectiveness of Formative Assessment in enhancing learning among dental students, and to interpret the assessment from students' perspective in this regard. METHODS: The experimental non-randomised controlled study was conducted from January to June 2013 at Islamic International Dental College, Islamabad, and comprised first year Bachelor of Dental Surgery students attending regular physiology lectures and tutorials. Summative assessments conducted at the end of each unit were included as pre-intervention tests. After one month's planning, central nervous system unit was delivered in a month's trial with four formative assessment and feedback sessions (one per week). Likert scale-based student feedback questionnaire was administered. Post-intervention summative assessment was done by Multiple Choice and Short Essay Questions. Data was analysed using SPSS 17. RESULTS: Out of 68 students, 64(94.1%) agreed that a conducive environment was maintained and 62(90%) agreed that such sessions should be continued throughout the year; 59(87%) reflected that the feedback provided by the teacher was timely and positive and ensured equitable participation; 56(82%)agreed that it enhanced their interest in the subject; 56(68%) agreed that they were now more focussed; and43(63%)were of the opinion that they have progressed in the subject through these sessions. There was highly significant improvement in the monthly post-intervention test scores compared to pre-intervention test (p=0.000). CONCLUSIONS: Formative assessment sessions enhanced motivation and learning in first year dental students. Organised regular sessions with students' feedback may contribute to the development of pedagogic practice. SN - 0030-9982 UR - https://www.unboundmedicine.com/medline/citation/26627507/Introducing_regular_formative_assessment_to_enhance_learning_among_dental_students_at_Islamic_International_Dental_College_ L2 - http://jpma.org.pk/full_article-text.php?article_id=7547 DB - PRIME DP - Unbound Medicine ER -