Formative Assessment Classroom Techniques (FACTs) for Better Learning in Pre-clinical Medical Education: A Controlled Trial

Abstract

Introduction: Formative Assessment Classroom Techniques (FACTs) can serve as a useful and timely diagnostic and therapeutic mechanism for tiding over learning issues created during classroom instructions. Aim: Present study explored the efficacy of FACTs for better learning by diagnosing learning issues, timely instructional adjustments and feedback. Materials and Methods: Experimental study with first year professionals in faculty of Medicine (n=200) were assigned to experimental group (n=100) and control group (n=100) by non probability convenience sampling. Seven methods of FACTs viz., Classroom quiz, Exit ticket, One minute paper, Logic model for regulation of physiological mechanisms, One sentence summary, Directed paraphrasing and Muddiest point were undertaken for seven Physiology lectures. Based on FACTs responses, subsequent seven instructional activities were revised to close the learning gaps. Conventional instructional method was adopted for controls. A p-value, Absolute Learning Gain (ALG) and Effect Size for pre test and post test of both groups were calculated. Learner’s perception was recorded. Results: Unpaired t-test revealed significant differences (p<0.01). ALG was 68.5-75% in experimental and 51.8-57.1% in controls. Effect size (Cohen’s D) was 1.12. Conclusion: FACTs can serve as a useful and feasible mechanism for diagnosing learning issues, tailor instructional modifications and facilitate timely feedback to improve learning.

Keywords

• academic achievement
• curriculum
• learning gap