Year: 2024 | Month: September | Volume: 14 | Issue: 9 | Pages: 420-425
DOI: https://doi.org/10.52403/ijhsr.20240954
Role of E-learning Platform in Formative Assessment of Undergraduate Students
K Venkatesh1, E Kamala2, S Priya Banthavi3
1Assistant Professor, Department of Physiology, Trichy SRM Medical College Hospital and Research Centre, Irungalur, Trichy, Tamil Nadu, India.
2Professor, Department of Anatomy, Trichy SRM Medical College Hospital and Research Centre, Irungalur, Trichy, Tamil Nadu, India.
3Professor, Department of Pathology, Trichy SRM Medical College Hospital and Research Centre, Irungalur, Trichy, Tamil Nadu, India.
Corresponding Author: K Venkatesh
ABSTRACT
INTRODUCTION: Blended learning, which incorporates personalization and assistance, has been shown to be more effective than standard curricula. This study aimed to use e-learning platforms for conducting and evaluating formative assessment tools that are difficult to evaluate through manual classroom evaluation.
OBJECTIVES: The primary objective was to implement a learning management system for evaluating formative assessments in preclinical competency-based medical education (CBME) curriculum and analyze and compare formative assessment performances in the learning management system.
MATERIAL AND METHODS: The study involved 110 first-year undergraduate medical students attending physiology classes, aged 18-30 years, of both genders, who provided informed consent for voluntary participation. Data collection involved obtaining written responses for formative evaluation about key subject matter addressed during physiology lectures, with approximately 15 formative session scores recorded over the academic year.
STATISTICAL DATA ANALYSIS: A statistical analysis was conducted to analyse students' formative assessment scores obtained by the learning management system, using Bonferroni Post-hoc-Tests between the three groups of formative assessment sessions.
RESULTS: The study found that Quiz/Multiple choice questions sessions had a higher mean value of attendance and formative assessment scores compared to other two types. This suggests that students are more interested in taking quizzes and concept mapping compared to writing essays.
CONCLUSION: The study found that students are predominantly in favour of using LMS as a supplementary tool to conventional teaching methods, they express considerable apprehension over its viability as a replacement for in-person instruction. The limitations of the study findings may stem from insufficient experience with web-based instruction.
Key words: E-learning, formative assessment, competency based medical education, online quizzes