The impact of feedback during formative testing on study behaviour and performance of (bio)medical students: a randomised controlled study

Abstract

Abstract Background A potential concern of formative testing using web-based applications (“apps”) is provision of limited feedback. Adopting a randomised controlled trial in 463 first year (bio) medical students, we explored if providing immediate, detailed feedback during “app”-based formative testing can further improve study behaviour and study performance of (bio)medical students. Methods Students had access to a formative testing “app”, which involved 7 formative test modules throughout the 4-week course. In a randomised order, subjects received the “app” with (n = 231, intervention) or without (n = 232, control) detailed feedback during the formative test modules. Results No differences in app-use was found between groups (P = 0.15), whereas the intervention group more frequently reviewed information compared to controls (P = 0.007). Exam scores differed between non−/moderate−/intensive- users of the “app” (P 0.05). Conclusions Providing detailed feedback did not further enhance the effect of a web-based application of formative testing on study behaviour or study performance in (bio)medical students, possibly because of a ceiling-effect.

Keywords

• Feedback
• Formative testing
• E-learning
• Medical education
• Blended learning