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MONDAL, HIMEL, SAHA, KOUSHIK, MONDAL, SHAIKAT, SAHA, PIYALI, BIRI, SAIRAVI. (1399). A new method of recording attendance improves the academic performance of medical students. سامانه مدیریت نشریات علمی, 8(2), 55-60. doi: 10.30476/jamp.2020.81723.1029
HIMEL MONDAL; KOUSHIK SAHA; SHAIKAT MONDAL; PIYALI SAHA; SAIRAVI KIRAN BIRI. "A new method of recording attendance improves the academic performance of medical students". سامانه مدیریت نشریات علمی, 8, 2, 1399, 55-60. doi: 10.30476/jamp.2020.81723.1029
MONDAL, HIMEL, SAHA, KOUSHIK, MONDAL, SHAIKAT, SAHA, PIYALI, BIRI, SAIRAVI. (1399). 'A new method of recording attendance improves the academic performance of medical students', سامانه مدیریت نشریات علمی, 8(2), pp. 55-60. doi: 10.30476/jamp.2020.81723.1029
MONDAL, HIMEL, SAHA, KOUSHIK, MONDAL, SHAIKAT, SAHA, PIYALI, BIRI, SAIRAVI. A new method of recording attendance improves the academic performance of medical students. سامانه مدیریت نشریات علمی, 1399; 8(2): 55-60. doi: 10.30476/jamp.2020.81723.1029

A new method of recording attendance improves the academic performance of medical students

Journal of Advances in Medical Education & Professionalism
مقاله 1، دوره 8، شماره 2، تیر 2020، صفحه 55-60    اصل مقاله (1.02 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30476/jamp.2020.81723.1029
نویسندگان
HIMEL MONDAL* 1؛ KOUSHIK SAHA2؛ SHAIKAT MONDAL3؛ PIYALI SAHA4؛ SAIRAVI KIRAN BIRI5
1Department of Physiology, Bhima Bhoi Medical College & Hospital, Balangir, Odisha, India
2Department of Anatomy, Rampurhat Government Medical College and Hospital, West Bengal, India
3Department of Physiology, Kalna SD Hospital, Kalna, West Bengal, India
4Department of Special Education, Netaji Subhas Open University, Kolkata, West Bengal, India
5Department of Biochemistry, Fakir Mohan Medical College and Hospital, Balasore, Odisha, India
چکیده
Introduction: Students’ engagement during the collection of attendance (SEdCA) is a method where students write the answer to a question related to the topic of preceding 1-h lecture. Then,
attendance is recorded by the teacher from the answer sheets. This method was introduced primarily to overcome difficulty in recording attendance from a class of high attendance. Its potential formative assessment capability has not yet been ascertained. With this background, the aim of this study was to evaluate the effect of the application of SEdCA as a method of formative assessment on the academic performance of first-year medical students.
Methods: This interventional, uncontrolled, before and after study was conducted on 93 first-year medical students. Part completion test (PCT) scores in anatomy before the application of SEdCA
was considered as the pre-intervention academic performance. Then, 1-h lectures were designed according to SEdCA for a period of 3 months. The next PCT scores were taken as postintervention
performance and compared with the pre-intervention performance using paired t-test with α=0.05.
Results: Ninety-three (female=38, male=55) first-year medical students with a mean age of 17.65±0.88 years participated in the study. There was a significant increase in theory (23.74±5.67
versus 26.40±5.17, t=3.31, p <0.001), practical (21.43±6.60 versus 24.08±5.16, t=6.95, p <0.001), and total (45.17±11 versus 50.47±9.17, t=8, p <0.001) scores in the post-intervention PCT.
Conclusion: SEdCA may be applied to enhance the academic competency of first-year medical students. However, its impact should be evaluated further in multiple subjects in students of different years of study in more institutes for a generalized result.
کلیدواژه‌ها
Academic performance؛ Attention؛ Medical education؛ Students
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