Role of Immediate Personalized Verbal Feedback to First Year Medical Undergraduates During Formative Physiology Practical Test

摘要

Background: Timely given feedback is useful for cognitive performance during academic learning. Immediate feedback is more effective than delayed feedback. Immediate problem solving is acceptable than mass knowledge transfer. Aim and Objectives: To assess the effectiveness of immediate feedback during clinical examination for improvement of cognitive learning and skills of 1~st MBBS students. Methodology: Immediate feedback versus no feedback was checked during formative practical test. Immediate feedback was given to one practical batch (B Batch= 32 students) of 1st MBBS students during their formative practical test. At the same time feedback was not given to second batch (A Batch= 33 students) of same academic year. Evaluation of feedback was done during next formative practical examinations. Formative Physiology practical examination was taken by Objective structured practical examination (OSPE). Results: Students of study group (B batch, n=32) who received individual face to face feedback performed well as compared to control group (A batch, n=33) who didn't received feedback. The marks of clinical examination for study group, before feedback was 12.12±2.19 and after the feedback was 17.59±1.72. Difference between the marks of two exams in study group is 5.4 and it is around 27.35%. The marks of control group at the time of initial exam was 14.09±3.18 and during next exam was 16.39±1.86. Difference between the marks of two exams in control group is 2.3 and it was around 11.5%. Conclusions: Results showed that immediate feedback during clinical (practical) assessment had a statistically significant positive effect on learning gains. Immediate verbal feedback is positively associated with learning. In order to facilitate role of immediate verbal feedback during formative assessment needs further supportive evidence from large longitudinal studies from multicenter.