Observational studyBMC medical education2024
Evaluating students' learning achievements using the formative assessment technique: a retrospective study.
Observational study in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 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
6 citing papers in PubMed.
- Helpful if "Medication took up more space in the course!" - a mixed methods study about pharmacotherapeutic knowledge and digital quizzes for learning and assessment in the medical programme.BMC medical education · 2026Article
- Exploring curiosity in undergraduate medical education: a thematic analysis.BMC medical education · 2026Article
- Feedback and feedforward methods in medical and higher health education: A scoping review.PloS one · 2026Article
- Correlation of GPA with Final MBBS Examination Scores Among Students on Three Campuses of the University of the West Indies.Advances in medical education and practice · 2025Article
- The impact of time-limited context and feedback methods on epistemic curiosity.Frontiers in psychology · 2025Article
- Early Identification of Low Scorers: The Role of Formative Assessments and Summative Assessments.Cureus · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFormative assessment promotes positive learning outcomes and evaluates students over time. We aimed to evaluate students' learning achievements after implementing a formative assessment technique by using a normalised gain method.
methodsThis retrospective observational study was conducted at the School of Medicine and Health Science, Faculty of Medicine, Prince of Songkla University, Thailand. There were 118 fifth-year medical students who attended a general pediatric course in the 2021-2022 academic year.
resultsIn the summative assessment, the post-test scores were significantly greater than the pretest scores (mean difference 20.53, 95% CI (18.63-22.44), P < 0.001). The median value of the overall student learning gain (g) was 0.34 (0.23, 0.45). Students with medium gains had significantly higher scores than those with low gains (P < 0.001). Students' learning gains had a positive correlation with post-test scores. (R = 0.6, P = 0.01).
conclusionsThe formative assessment technique is a valuable method for enhancing students' learning outcomes by offering timely and effective feedback through mentoring systems. It is essential to integrate formative assessments into standard assessment strategies in undergraduate medical education.
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.