ArticleJournal of education and health promotion2024
Effect and impression of structured feedback in formative assessment of medical undergraduates of Eastern India.
Article in Journal of education and health promotion, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Feedback, the integral component of formative assessment, should be timely, specific, and methodical. Feedback is a stop-gap that helps the learner to assess their performance and reinforce their desire to learn. This study was conducted to explore the effectiveness of feedback in improving the performance of medical undergraduates in formative assessment and assessment of perceptions of students about feedback. This comparative interventional study was conducted to monitor the improvement in formative assessment scores after the structured feedback. Medical undergraduates of phase1 (Bachelor of Medicine and Bachelor of Surgery (MBBS) Batch 2022-2023) of Bankura Sammilani Medical College and Hospital were included as the study participants. The proportion of students having scores <50% and >50% between the two formative assessments were compared using the Chi-square test. A questionnaire in the Likert scale was devised to assess the perception of students regarding quality of feedback and analyzed by Tastle and Wierman formula. The number of students scoring > 50% as well as their mean formative assessment scores increased significantly after feedback (
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.