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

摘要

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. 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. 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). 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.