Utilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Study

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dc.contributor.authorJoshı, Vivek
dc.contributor.authorJoshı, Bhargavi
dc.contributor.authorKhan, Safeer
dc.contributor.authorYounger, Michael
dc.date.accessioned2023-04-10T20:19:35Z
dc.date.available2023-04-10T20:19:35Z
dc.date.issued2021
dc.departmentRektörlük, Rektörlüğe Bağlı Birimler, Düzce Üniversitesi Dergilerien_US
dc.description.abstractAim: The standardized mode of delivering curriculum across the globe is didactic lectures.Formative and summative assessment methods are routine practices used to assess the studentsunderstanding and mastery in content and concepts which is delivered. The formative assessmentmethods are extremely popular in medical educational training but the data supporting suchclaims is largely lacking. The aim of this observational study was to determine if frequentlyprovided formative assessment methods like practice quizzes, take home assignments can haveany positive impact on student learning strategies and assessment outcomes in examination.Material and Methods: A total of 145 students were included in this study. This study exploredthe relationship between student performance in various low stakes formative quizzes and highstakes summative examination. Based on the student performances across various formativeassessment methods, the students were encouraged to modify or retain the study strategies andthe effect of such recommendations were observed over the course of the semester.Results: The data analysis showed positive relationship between the student performance onformative assessments and summative assessment before and after the intervention to studymethods and strategies. Students in top, second, third and bottom quartile gained a cumulativeaverage of 72.4%, 61.0%, 56.6% and 48.3% in the formative assessment and an average of89.3%, 79.8%, 75.0%, and 65.7% on their summative examination which were used as toolsfor early intervention.Conclusion: Following the early intervention and modifications in study strategies, there wasa steady increase in student performance on high stakes examination.en_US
dc.identifier.doi10.18678/dtfd.862871
dc.identifier.endpage86en_US
dc.identifier.issn1307-671X
dc.identifier.issue1en_US
dc.identifier.startpage82en_US
dc.identifier.trdizinid421882en_US
dc.identifier.urihttp://doi.org/10.18678/dtfd.862871
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/421882
dc.identifier.urihttps://hdl.handle.net/20.500.12684/11424
dc.identifier.volume23en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofDüzce Tıp Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleUtilizing Formative Assessment to Encourage Study Strategy Modifications by Osteopathic Medical Students: An Observational Studyen_US
dc.typeArticleen_US

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