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. 2017 Nov-Dec;33(6):1339-1343.
doi: 10.12669/pjms.336.13358.

Effectiveness of Test-Enhanced Learning (TEL) in lectures for undergraduate medical students

Aisha Ayyub  1 , Usman Mahboob  2
Affiliations

Effectiveness of Test-Enhanced Learning (TEL) in lectures for undergraduate medical students

Aisha Ayyub et al. Pak J Med Sci. 2017 Nov-Dec.

Abstract

Objective: To determine the effectiveness of Test-Enhanced learning as a learning tool in lectures for undergraduate medical students.

Method: This quantitative, randomized controlled trial included eighty-four students of 4th year MBBS from Yusra Medical & Dental College, Islamabad. The duration of study was from March 2016 to August 2016. After obtaining the informed consent; participants were equally assigned to interventional and non-interventional study groups through stratified randomization. Single best answer MCQs of special pathology were used as data collection instrument after validation. A pre- and post-test was taken from both groups, before and after the intervention, respectively and their results were compared using SPSS version 21.

Results: There were 13 male (31%) and 29 female (69%) participants in each study group who showed an equivalent baseline performance on pre-test (p=0.95). Statistically significant difference was found among mean scores of interventional and non-interventional study groups at exit exam (p=0.00). Interventional group also showed a significant improvement in their post-test scores (mean: 17.17±1.59) as compared to pre-test scores (mean: 6.19±1.81).

Conclusions: Test-enhanced learning has significant effect on improving the learning of course content delivered to undergraduate medical students through lectures.

Keywords: Learning; Medical education; Medical students; Test-enhanced learning; Testing effect; Undergraduate lectures.

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Conflict of interest statement

Declaration of interest: None.

Figures

Fig.1
Fig.1
Randomization Technique used in the study.
Fig.2
Fig.2
Between-subject difference in pre-test and post-test scores of both study groups.
Fig.3
Fig.3
Comparison of within-subject difference of pre-test and post-test scores of interventional group (TEL) and non-interventional group.
See this image and copyright information in PMC

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