ArticleJournal of advances in medical education & professionalism2020
A new method of recording attendance improves the academic performance of medical students.
Article in Journal of advances in medical education & professionalism, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Methods of collecting and recording attendance of medical students in a classroom: A systematic review.Journal of education and health promotion · 2023Review
- A new method of recording attendance improves the academic performance of medical students: Student Response.Journal of advances in medical education & professionalism · 2021Article
- Trait emotional intelligence and self-assessment of classroom learning in medical students.Journal of advances in medical education & professionalism · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionStudents' engagement during the collection of attendance (SEdCA) is a method where students write the answer to a question related to the topic of preceding 1-h lecture. Then, attendance is recorded by the teacher from the answer sheets. This method was introduced primarily to overcome difficulty in recording attendance from a class of high attendance. Its potential formative assessment capability has not yet been ascertained. With this background, the aim of this study was to evaluate the effect of the application of SEdCA as a method of formative assessment on the academic performance of first-year medical students.
methodsThis interventional, uncontrolled, before and after study was conducted on 93 first-year medical students. Part completion test (PCT) scores in anatomy before the application of SEdCA was considered as the pre-intervention academic performance. Then, 1-h lectures were designed according to SEdCA for a period of 3 months. The next PCT scores were taken as post-intervention performance and compared with the pre-intervention performance using paired t-test with α = 0.05.
resultsNinety-three (female=38, male=55) first-year medical students with a mean age of 17.65±0.88 years participated in the study. There was a significant increase in theory (23.74±5.67 versus 26.40±5.17,
conclusionSEdCA may be applied to enhance the academic competency of first-year medical students. However, its impact should be evaluated further in multiple subjects in students of different years of study in more institutes for a generalized result.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.