Impact of Feedback on Continuous Cumulative Evaluation System for Learning in Physiology

Abstract

Introduction: Effective feedback helps students to realize their error and confirm most appropriate response posed by them which moreover, magnifies their conceptual understanding. Implementation of the innovative feedback on formative assessment of Continuous Cumulative Evaluation System (CCES) at our institute primes the untrained minds towards better understanding of the assessed content. Aim: To determine the impact of feedback on CCES process in medical students on learning physiology. Materials and Methods: Non-randomized, purposive, survey questionnaire based study for 150 students enrolled in 2015 to 2016 for medical program of SBKSMIRC, Sumandeep Vidyapeeth University were considered. Three focus group discussions were conducted with eight students in each group after completion of session. Pre and post-test was conducted to assess learning outcome of students by feedback methodology. Data was collected, and analyzed statistically using paired t-test and correlation analysis for gender variability for perception. Results: Pre and post-test showed statistical significance (p<0.001) for learning outcome. Significant correlation for gender variation was observed for some of the survey questions. Focus Group Discussion (FGD) and survey results implied that students improved in the process of learning after receiving feedback. Conclusion: In depth understanding of the core context of the topic was achieved after receiving feedback with new approach for the formative assessment. This feedback method also showed good peer interaction and better compatibility with the instructor. However, majority disapproved applying the feedback to their future exams.

Keywords

• continuous assessment
• group discussion
• learning outcome
• questionnaire