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Explicit feedback to enhance the effect of an interim assessment: a cross-over study on learning effect and gender difference Cover

Explicit feedback to enhance the effect of an interim assessment: a cross-over study on learning effect and gender difference

Perspectives on Medical Education
Volume 1 (2012): Issue 4
By: ,  ,  ,   and    
Open Access
|Sep 2012
Figures & tables

Figures & Tables

Fig. 1

Theme structure. Time of administration of the interim assessment and feedback in relation to topic structure. The time scheduled is indicated between brackets for each educational component

Fig. 2

Cross-over study design. In this cross-over design, the two conditions are compared at two different moments (week 1 and week 4) as indicated in the two vertical rectangles. IA interim assessment

Fig. 3

Flow chart. Study design including two arms using a cross-over design. Asterisk number of students excluded because they did not participate in the formal examination (n = 16)

Table 1

Outcome measures (scale 1–10) including standard deviations

Study arm

Formal examination score

Formal examination score

Cell damage (SD)

Tumour pathology (SD)

A

7.78 (1.39)

6.73 (1.51)

B

7.70 (1.59)

6.77 (1.60)

Italic feedback

DOI: https://doi.org/10.1007/S40037-012-0027-Y | Journal eISSN: 2212-277X
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Language: English
Page range: 180 - 191
Published on: Sep 27, 2012
Published by: Bohn Stafleu van Loghum
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Feedback,
Interim assessment,
Undergraduate medical education,
Student’s performance,
Test enhanced learning

© 2012 Marleen Olde Bekkink, Rogier Donders, Goos N. P. van Muijen, Rob M. W. de Waal, Dirk J. Ruiter, published by Bohn Stafleu van Loghum
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 1 (2012): Issue 4
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