Authors
Abstract
Context: Feedback is an integral part of formative assessment though underutilized in
medical education. The objective of this study was to review our feedback module through
students’ perceptions. Methodology: We have developed a feedback module which is
practiced by us for last 10 years for term ending examination that gives collective feedback
to the whole class, followed by individual student‑teacher interactions. Students were also
exposed to 6–7 multiple choice questions (MCQs) based assessment during the course of
pharmacology. Immediately after each MCQ test the answer keys is displayed along with
an explanation. Two classes of students were requested to give their perceptions about
the feedback by responding on Likert scale for the statements in the questionnaire. All
the 206 students who volunteered for the study were enrolled in the study. Mann–Whitney
test was used to calculate the difference in perceptions. Results: Of 278 students of two
classes, 206 responded (74%). Students’ agreement varied from 93% to 98% for 5 items in
the questionnaire for the feedback after term ending examinations. Perception of students
attending one or more than one feedback session did not differ significantly. For MCQs, tests
agreement was 91% to 98% for the 4 items. There was no significant difference between two
classes in their perceptions regarding feedback practices (P < 0.05). Conclusion: Students
gave a favorable opinion for our feedback module. In the medical colleges with a large
number of students, this module is feasible for feedback in formative assessment in the
form of written tests.
Keywords
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