A new method of recording attendance improves the academic performance of medical students
Introduction: Students’ engagement during the collection of<br />attendance (SEdCA) is a method where students write the answer<br />to a question related to the topic of preceding 1-h lecture. Then,<br />attendance is recorded by the teacher from the answer sheets.<br />This...
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Shiraz University of Medical Sciences
2020-04-01
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doaj-bfe947686b214221904d3cce5fb32ac82020-11-25T03:13:30ZengShiraz University of Medical SciencesJournal of Advances in Medical Education and Professionalism2322-22202322-35612020-04-0182556010.30476/jamp.2020.81723.102946405A new method of recording attendance improves the academic performance of medical studentsHIMEL MONDAL0KOUSHIK SAHA1SHAIKAT MONDAL2PIYALI SAHA3SAIRAVI BIRI4Department of Physiology, Bhima Bhoi Medical College & Hospital, Balangir, Odisha, IndiaDepartment of Anatomy, Rampurhat Government Medical College and Hospital, West Bengal, IndiaDepartment of Physiology, Kalna SD Hospital, Kalna, West Bengal, IndiaDepartment of Special Education, Netaji Subhas Open University, Kolkata, West Bengal, IndiaDepartment of Biochemistry, Fakir Mohan Medical College and Hospital, Balasore, Odisha, IndiaIntroduction: Students’ engagement during the collection of<br />attendance (SEdCA) is a method where students write the answer<br />to a question related to the topic of preceding 1-h lecture. Then,<br />attendance is recorded by the teacher from the answer sheets.<br />This method was introduced primarily to overcome difficulty in<br />recording attendance from a class of high attendance. Its potential<br />formative assessment capability has not yet been ascertained. With<br />this background, the aim of this study was to evaluate the effect of<br />the application of SEdCA as a method of formative assessment on<br />the academic performance of first-year medical students.<br />Methods: This interventional, uncontrolled, before and after study<br />was conducted on 93 first-year medical students. Part completion<br />test (PCT) scores in anatomy before the application of SEdCA<br />was considered as the pre-intervention academic performance.<br />Then, 1-h lectures were designed according to SEdCA for a<br />period of 3 months. The next PCT scores were taken as postintervention<br />performance and compared with the pre-intervention<br />performance using paired t-test with α=0.05.<br />Results: Ninety-three (female=38, male=55) first-year medical<br />students with a mean age of 17.65±0.88 years participated in the<br />study. There was a significant increase in theory (23.74±5.67<br />versus 26.40±5.17, t=3.31, P<0.001), practical (21.43±6.60 versus<br />24.08±5.16, t=6.95, P<0.001), and total (45.17±11 versus 50.47±9.17,<br />t=8, P<0.001) scores in the post-intervention PCT.<br />Conclusion: SEdCA may be applied to enhance the academic<br />competency of first-year medical students. However, its impact<br />should be evaluated further in multiple subjects in students of<br />different years of study in more institutes for a generalized result.http://jamp.sums.ac.ir/article_46405_fdaf050aadd0480b656ad9e2ca8e65e5.pdfacademic performanceattentionmedical educationstudents |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
HIMEL MONDAL KOUSHIK SAHA SHAIKAT MONDAL PIYALI SAHA SAIRAVI BIRI |
spellingShingle |
HIMEL MONDAL KOUSHIK SAHA SHAIKAT MONDAL PIYALI SAHA SAIRAVI BIRI A new method of recording attendance improves the academic performance of medical students Journal of Advances in Medical Education and Professionalism academic performance attention medical education students |
author_facet |
HIMEL MONDAL KOUSHIK SAHA SHAIKAT MONDAL PIYALI SAHA SAIRAVI BIRI |
author_sort |
HIMEL MONDAL |
title |
A new method of recording attendance improves the academic performance of medical students |
title_short |
A new method of recording attendance improves the academic performance of medical students |
title_full |
A new method of recording attendance improves the academic performance of medical students |
title_fullStr |
A new method of recording attendance improves the academic performance of medical students |
title_full_unstemmed |
A new method of recording attendance improves the academic performance of medical students |
title_sort |
new method of recording attendance improves the academic performance of medical students |
publisher |
Shiraz University of Medical Sciences |
series |
Journal of Advances in Medical Education and Professionalism |
issn |
2322-2220 2322-3561 |
publishDate |
2020-04-01 |
description |
Introduction: Students’ engagement during the collection of<br />attendance (SEdCA) is a method where students write the answer<br />to a question related to the topic of preceding 1-h lecture. Then,<br />attendance is recorded by the teacher from the answer sheets.<br />This method was introduced primarily to overcome difficulty in<br />recording attendance from a class of high attendance. Its potential<br />formative assessment capability has not yet been ascertained. With<br />this background, the aim of this study was to evaluate the effect of<br />the application of SEdCA as a method of formative assessment on<br />the academic performance of first-year medical students.<br />Methods: This interventional, uncontrolled, before and after study<br />was conducted on 93 first-year medical students. Part completion<br />test (PCT) scores in anatomy before the application of SEdCA<br />was considered as the pre-intervention academic performance.<br />Then, 1-h lectures were designed according to SEdCA for a<br />period of 3 months. The next PCT scores were taken as postintervention<br />performance and compared with the pre-intervention<br />performance using paired t-test with α=0.05.<br />Results: Ninety-three (female=38, male=55) first-year medical<br />students with a mean age of 17.65±0.88 years participated in the<br />study. There was a significant increase in theory (23.74±5.67<br />versus 26.40±5.17, t=3.31, P<0.001), practical (21.43±6.60 versus<br />24.08±5.16, t=6.95, P<0.001), and total (45.17±11 versus 50.47±9.17,<br />t=8, P<0.001) scores in the post-intervention PCT.<br />Conclusion: SEdCA may be applied to enhance the academic<br />competency of first-year medical students. However, its impact<br />should be evaluated further in multiple subjects in students of<br />different years of study in more institutes for a generalized result. |
topic |
academic performance attention medical education students |
url |
http://jamp.sums.ac.ir/article_46405_fdaf050aadd0480b656ad9e2ca8e65e5.pdf |
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