Journal of Postgraduate Medicine
 Open access journal indexed with Index Medicus & ISI's SCI  
Users online: 1257  
Home | Subscribe | Feedback | Login 
About Latest Articles Back-Issues Article Submission Resources Sections Etcetera Contact
 
  NAVIGATE Here 
 ::   Next article
 ::   Previous article
 ::   Table of Contents

 RESOURCE Links
 ::   Similar in PUBMED
 ::  Search Pubmed for
 ::  Search in Google Scholar for
 ::Related articles
 ::   Citation Manager
 ::   Access Statistics
 ::   Reader Comments
 ::   Email Alert *
 ::   Add to My List *
 * Requires registration (Free)
 

 Article Access Statistics
    Viewed6758    
    Printed158    
    Emailed2    
    PDF Downloaded25    
    Comments [Add]    

Recommend this journal


 

 ORIGINAL ARTICLE
Year : 2012  |  Volume : 58  |  Issue : 4  |  Page : 270-274

Integrating students' reflection-in-learning and examination performance as a method for providing educational feedback


1 Department of Pharmacology, Melaka Manipal Medical College, Manipal Campus, Manipal University, Manipal, Karnataka, India
2 Department of Microbiology, Melaka Manipal Medical College, Manipal Campus, Manipal University, Manipal, Karnataka, India

Correspondence Address:
V Devi
Department of Pharmacology, Melaka Manipal Medical College, Manipal Campus, Manipal University, Manipal, Karnataka
India
Login to access the Email id

Source of Support: None, Conflict of Interest: None


DOI: 10.4103/0022-3859.105447

Rights and Permissions

Background: Feedback provided by integrating students' examination performance and the reflection on learning process may assist medical students to identify the essential learning processes required for better understanding of learning material. Aims: To investigate the relationship between the student's learning process and examination performance and to explore students' perspectives on professional feedback given by integrating the self-reflection on learning process and individual examination performance. Settings and Design: At the end of every medical school block examination, faculty provided descriptive feedback to students regarding individual performance in each subject area. The study had a quasi-experimental design. Materials and Methods: Students' (n=153) self-reflection on learning process was collected using a reflection-in-learning scale. The learning process of the students categorized in fail, pass and first-class categories were compared. Students' self-reflection-in-learning and common mistakes found in answering essay questions were used to offer feedback. Students' perspectives regarding feedback were collected using a validated questionnaire. Statistical Analysis: Kruskal-Wallis test and Mann-Whitney test were used to analyze the data. A P<0.017 was considered as statistically significant. Results: The median score of each item related to reflection was ≤4 (Scale 1-7) in all categories of students (n=153) reflecting a low level of reflection. There was a statistically significant difference in total reflection scores between fail (n=46) and first class category (n=42) students (P=0.002). The majority of students agreed feedback assisted in examination preparation, enhanced individual learning and allowed examinations to be viewed as more objective. Conclusions: This study shows the usefulness of the integration of medical students' reflection-in-learning practices and examination performance in providing descriptive feedback. This modified feedback process may have improved students' awareness leading to acceptance and a conscious practice of self-reflection and enhanced students' examination performance.






[FULL TEXT] [PDF]*


        
Print this article     Email this article

Online since 12th February '04
2004 - Journal of Postgraduate Medicine
Official Publication of the Staff Society of the Seth GS Medical College and KEM Hospital, Mumbai, India
Published by Wolters Kluwer - Medknow