Journal of Education and Health Promotion (Mar 2024)

Efficacy of Google Form–based MCQ tests for formative assessment in medical biochemistry education

  • Sanjyoti Panchbudhe,
  • Simran Shaikh,
  • Hanmant Swami,
  • Charushila Y. Kadam,
  • Ramchandra Padalkar,
  • Rajni R. Shivkar,
  • Gouri Gulavani,
  • Supriya Gulajkar,
  • Shubhangi Gawade,
  • Farheen Mujawar

DOI
https://doi.org/10.4103/jehp.jehp_981_23
Journal volume & issue
Vol. 13, no. 1
pp. 92 – 92

Abstract

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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: 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: 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) (P < 0.0001). According to students’ feedback, 149 out of 150 (99.3%) students found the use of Google Form–based MCQ tests as a formative assessment tool in the teaching–learning process to be highly beneficial and motivated them to engage in their biochemistry studies. CONCLUSION: 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.

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