ArticleCureus2024
Application of Classroom Assessment Techniques in Medical Education: Results From the Community Medicine Teaching and Learning Experience.
Article in Cureus, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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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.
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Who cites it
3 citing papers in PubMed.
- Enhancing medical students comprehension through active learning: implementing the jigsaw method to improve engagement.Frontiers in medicine · 2026Article
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Authors and funding
5 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Introduction Efficient delivery of medical education (ME) is crucial to improving the standards of future physicians or clinicians. India has been experiencing an enormous increase in medical colleges and student admissions into medicine. This has resulted in overcrowding and compromised the student-to-teacher ratio. Conversely, students and teachers face difficulties with learning and teaching, respectively. Classroom assessment techniques (CATs) offer an egalitarian and productive approach to student learning and evaluation. This study was conducted to understand the role of CATs in improving student learning and motivation during community medicine lectures. Further, this study assessed the classroom teaching and learning (TL) process. Method This study included 100 third-year medical students pursuing a Bachelor of Medicine and Bachelor of Surgery (MBBS) and 12 faculty members working at Great Eastern Medical School and Hospital (GEMS&H), Srikakulam, India. To facilitate learning and boost motivation, this study applied three CATs including a one-minute paper (OMP), muddiest point (MP), and student-generated test questions (SGTQs). After two months of applying CATs, the teachers and students were asked for feedback on their experiences. The data generated from feedback forms were tabulated and analyzed. Results According to 76% (76/100) of students, these strategies have stimulated their interest in learning community medicine. Besides, 64% (64/100) of students believed utilizing these strategies would improve their exam outcomes. Further, 77% (77/100) of students believed these methods must be applied in subsequent lessons. About 68% (68/100) of students thought other subject teachers should also employ these strategies. Of the 12 faculty members included in the study, they mostly liked the OMP (5; 41.66%) and MP technique (5; 41.66%). Conclusions Teachers and students have highly welcomed the utility of CATs to improve learning in community medicine. Of the three CATs applied, the OMP was the most popular with students, and teachers agreed that using OMP in the classroom along with MP would be beneficial. Most students and teachers were enthusiastic about employing additional TL strategies like CATs.
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