‘Test–enhanced learning’ by Closed book examination followed by feedback in Biochemistry

Background: Test–enhanced learning in the form of Closed book examinations an unexplored formative assessment in Biochemistry among medical students.

 

Purpose: Assessment of the effect of providing feedback after closed book examination for graduate medical students on their understanding on the topic ‘Cancer Biology’.

 

Methods: A 14 multiple choice question (MCQ) based pre-test was conducted after the regular lecture classes on ‘Cancer Biology’. The MCQs were divided into Sections A and B of 7 questions each based on different learning concepts in the topic. The students were divided into two groups. In phase 1 of the study, Group 1 was subjected to a closed book examination with 7 short answer questions related to the learning concepts in Section A of the pre-test. Group 2 was subjected to a closed book examination with 7 short answer questions related to the learning concepts in Section B of the pre-test. In phase 2, a feedback was provided by the students. Post tests were carried out at the end of each of the phases.

 

Results: There was a significant gain from the closed book examines per se the students. The feedback further improved the gain. The gain from the second phase of the exercise (effect of feedback) was significantly higher than the gain from the first phase of the exercise (closed book examination).There was complete retention of the gain from the exercise after one week.

 

Conclusion: Testing effect of closed book examination combined with the feedback is an effective formative assessment for medical students in Biochemistry.