Post-Exam Feedback with Question Rationales Improves Re-Test Performance of Medical Students on a Multiple-Choice Exam

Autor/inn/en	Levant, Beth; Zückert, Wolfram; Paolo, Anthony
Titel	Post-Exam Feedback with Question Rationales Improves Re-Test Performance of Medical Students on a Multiple-Choice Exam
Quelle	In: Advances in Health Sciences Education, 23 (2018) 5, S.995-1003 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levant, Beth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-018-9844-z
Schlagwörter	Medical Students; Computer Assisted Testing; Feedback (Response); Scores; Grade Point Average; Standardized Tests; College Entrance Examinations; Medical Schools; Kansas; Medical College Admission Test + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Aufnahmeprüfung; Medizinische Ausbildung
Abstract	This study compared the effects of two types of delayed feedback (correct response or correct response + rationale) provided to students by a computer-based testing system following an exam. The preclinical medical curriculum at the University of Kansas Medical Center uses a two-exam system for summative assessments in which students test, revisit material, and then re-test (same content, different questions), with the higher score used to determine the students' grades. Using a quasi-experimental design and data collected during the normal course of instruction, test and re-test scores from midterm multiple choice examinations were compared between academic year (AY) 2015-2016, which provided delayed feedback with the correct answer only, and AY 2016-2017, where delayed feedback consisted of the correct answer plus a rationale. The average increase in score on the re-test was 2.29 ± 6.83% (n = 192) with correct answer only and 3.92 ± 7.12% (n = 197) with rationales (p < 0.05). The effect of the rationales was not different in students of differing academic abilities based on entering composite MCAT scores or Year 1 GPA. Thus, delayed feedback with exam question rationales resulted in a greater increase in exam score between the test and re-test than feedback with correct response only. This finding suggests that delayed elaborative feedback on a summative exam produced a small, but significant, improvement in learning, in medical students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01