IMPROVING
MEDICAL STUDENT FEEDBACK WITH A DETAILED ITEM ANALYSIS REPORT AND SUGGESTIONS
ACCORDING INDIVIDUAL LEARNING STYLE
Martha
García* and Alvaro Pérez,
PURPOSE:
The importance of providing good feedback about performance is a
recognized principle in pedagogy. Internal and external multiple choice examinations
are part of the assessment tools used in medical education. For several years,
high percentage of students has suggested improving feedback about performance
in this type of evaluations. We designed a structured feedback strategy
directed to improve feedback quality and academic results. This abstract illustrate
the project and its outcomes.
METHODS: The method has been piloted in some
exams and fully implemented in the immunology course. The strategy use
the testblueprint, providing a report of performance according type and
complexity of questions, course’s objectives, statistical analysis, correlation
with other evaluations and suggestions to improve according individual learning
style. After each test, students discuss the report with the course director.
Recommendations include techniques for studying and answering exams and
tutorial programs. Students satisfaction surveys and academic results analysis
are been used to assess the strategy.
RESULTS: 180
students have received feedback using this technique. Satisfaction with the
technique is highly significant and has grown each year. Students recognize the
value of received information and valuate specific recommendations. Also they
manifest increased self confidence about course mastery. Academic results have
shown improvement in subsequent tests, except for those students confronting
extreme academic risk, probably requiring additional interventions. Faculty
report a notorious change in student’s attitudes towards the course.
CONCLUSIONS: Structured strategies to provide feedback constitute a valuable tool that may be implemented through the entire curriculum taking advantage of technology resources.