Perceptions of Undergraduate Medical Students on Quiz-based Formative Assessment with Immediate Feedback in Integrated Clinical Biochemistry Teaching-learning sessions: Quiz Feedback in Biochemistry Sessions

Sumreena Mansoor; Ayesha Javed; Sawaira Gul; Sajid Rashid

doi:10.54393/pjhs.v5i10.2258

Authors

Sumreena Mansoor Department of Biochemistry, Shifa College of Medicine, Islamabad, Pakistan
Ayesha Javed Department of Biochemistry, Shifa College of Medicine, Islamabad, Pakistan
Sawaira Gul Department of Biochemistry, Shifa College of Medicine, Islamabad, Pakistan
Sajid Rashid Department of Surgery, Faisalabad Medical University, Faisalabad, Pakistan

DOI:

https://doi.org/10.54393/pjhs.v5i10.2258

Keywords:

Formative Assessment, Medical Education, Student Engagement, Learning Retention

Abstract

Historically, medical education has used quizzes to provide knowledge assessments and feedback. This study investigates the impact of a quiz-based formative assessment with instantaneous feedback on the learning experiences of medical students, specifically focusing on retention, comprehension, and engagement. Objective: To examine the impact of quizzes on medical students’ comprehension of material, focusing on their perception of the effectiveness of a questionnaire-based pre and post-quiz evaluation approach and its effects on psychological factors like motivation, self-confidence, critical thinking, and receptive capacity. Methods: Quantitative data were collected from 100 second-year MBBS students through a cross-sectional survey. Expert input and suggested modifications were implemented in conjunction with a modified validated questionnaire. Data were analyzed using descriptive statistics, with frequencies and percentages reported. Results: The study indicated that approximately 63.2% of students felt quizzes helped them focus on relevant material and save study time. Additionally, approximately 55% found quizzes beneficial for understanding metabolic processes in clinical contexts, while approximately 54% reported that quizzes encouraged deeper research and increased engagement. However, some students raised concerns about anxiety and time pressures. Conclusion: Overall, formative evaluation via quizzes enhances students' engagement and comprehension and can be optimized based on feedback to improve medical education.

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