Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
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Evaluation of the Effects of Feedback and Remediation after Formative Assessment in the Introduction to Clinical Medicine

임상실습 입문교육에서 형성평가 후 되먹임 및 재시험의 효과

  • Lee, Yong Jig (Department of Plastic and Reconstructive Surgery, Catholic University of Daegu School of Medicine) ;
  • Choi, Son Hwan (Department of Medical Education, Catholic University of Daegu School of Medicine)
  • 이용직 (대구가톨릭대학교 의과대학 성형외과학교실) ;
  • 최손환 (대구가톨릭대학교 의과대학 의학교육학교실)
  • Received : 2016.01.15
  • Accepted : 2016.02.16
  • Published : 2016.02.29
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Abstract

The authors investigated the effect of feedback and remediation after formative assessment (FRFA) by comparing the FRFA score and that of summative assessment (SA) in a course on clinical skills. In March 2015, 33 subjects underwent evaluation of their ability to perform a complex clinical skill using a real-time ready-made mobile assessment form tool, and through e-mail they were supplied with their feedback and final score (the pass group earned 2 points; the intermediate group earned 1 point; the nonpass group earned 0 points) followed by their self-reflection. The nonpass group underwent a re-test and e-mail feedback again until they passed the test, given the ease of performance. In December 2015, the 33 subjects took a 10-item SA, and one of the 10 items addressed a similar clinical skill. The difference between the first score on the FRFA and the score on the SA was evaluated statistically (p=0.05) through data analysis, variance distribution, correlation analysis, and linear regression analysis using SPSS software ver. 16. The increase from the score on the SA to that on the FRFA was statistically significant ($4.5{\pm}9.29$) in the pass group and the intermediate group, and was $29.7{\pm}11.49$ in the nonpass group of the formative evaluation (p<0.001). Using an FRFA could decrease the range in the standard deviation of the score and increase the minimum score among the subjects.

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References

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