Mandeep K Brar1, Douglas W Laube, Glenna C L Bett. 1. Department of Gynecology-Obstetrics, School of Medicine and Biomedical Sciences, State University of New York at Buffalo, Buffalo, NY, USA.
Abstract
OBJECTIVE: The purpose of this study was to determine whether regular quantitative feedback improved medical student performance on the National Board of Medical Examiners Obstetrics and Gynecology subject test. STUDY DESIGN: We examined the effect of including regular quantitative feedback (in the form of biweekly quizzes) in the obstetrics and gynecology clerkship on student performance on the National Board of Medical Examiners Obstetrics and Gynecology examination at the University at Buffalo. RESULTS: Students who completed the clerkship format including the regular feedback scored significantly higher than students who completed the clerkship without feedback (70.3 +/- 7.1 vs 68.2 +/- 8.6; P < .005; mean +/- SD; t test). The number of students failing the examination was significantly reduced from 6.39% to 0.47% (chi2 test; P < .001). CONCLUSION: Introduction of regular quantitative feedback significantly improved student performance on the National Board of Medical Examiners test, and resulted in a significant decrease in the number of students failing the course.
OBJECTIVE: The purpose of this study was to determine whether regular quantitative feedback improved medical student performance on the National Board of Medical Examiners Obstetrics and Gynecology subject test. STUDY DESIGN: We examined the effect of including regular quantitative feedback (in the form of biweekly quizzes) in the obstetrics and gynecology clerkship on student performance on the National Board of Medical Examiners Obstetrics and Gynecology examination at the University at Buffalo. RESULTS: Students who completed the clerkship format including the regular feedback scored significantly higher than students who completed the clerkship without feedback (70.3 +/- 7.1 vs 68.2 +/- 8.6; P < .005; mean +/- SD; t test). The number of students failing the examination was significantly reduced from 6.39% to 0.47% (chi2 test; P < .001). CONCLUSION: Introduction of regular quantitative feedback significantly improved student performance on the National Board of Medical Examiners test, and resulted in a significant decrease in the number of students failing the course.
Authors: Rebecca Wallihan; Keely G Smith; Mark D Hormann; Rajesh R Donthi; Kimberly Boland; John D Mahan Journal: BMC Med Educ Date: 2018-12-04 Impact factor: 2.463