Document Type : Original Article
Authors
- . Fateme Shahedi 1
- . Javad Ahmadi 2
- . Tahereh Sharifi 3
- . Seyedeh Nahid Seyedhasani 4
- . Mahbubeh Abdollahi 5
- . Negar Shaabani 6
- . Mohammad Sarmadi 7
1 Department of Radiology, School of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran, Health Sciences Research Center, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
2 Health Sciences Research Center, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran, Department of Laboratory Sciences, School of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
3 Department of Health Care Management, School of Health, Tehran University of Medical Sciences, Tehran, Iran, Department of Public Health, School of Health, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
4 Health Sciences Research Center, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran, Department of Health Information Technology, School of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
5 Department of Public Health, School of Health, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran Health Sciences Research Center, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran,
6 Student Research Committee, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
7 Health Sciences Research Center, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran Department of Environmental Health Engineering, School of Health, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
Abstract
BACKGROUND: Improving the learning process in education will empower medical students, and
also formative assessment helps improve the teaching–learning process by providing ongoing
reflective information about learning gaps.
OBJECTIVE: The aim of this study was to explore the effect of student‑centered formative assessment
by weekly reflective self‑correction quizzes on medical laboratory students’ performance on the final
examination of hematology course in 2018.
MATERIALS AND METHODS: A semi‑experimental study was conducted on fifty students divided
randomly into intervention (n = 25) and control groups (n = 25) using convenience sampling in 2018
from Torbat Heydariyeh University of Medical Sciences, Iran. Data analysis was performed using
SPSS software version 16, two‑sample t‑test, Chi‑square test, and analysis of covariance.
RESULTS: The intervention had positive effects on students’ mean test scores in hematology
II so that the intervention and control groups managed to obtain 18.45 ± 1.46 and 14.57 ± 2.64,
respectively (P < 0.01).
CONCLUSIONS: The results suggested that weekly formative assessments along with reflective
self‑correction activity and active participation of students in the learning process by designing
questions could improve student learning.
Keywords
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