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Relationship between Online Formative Assessment and Summative Assessment in the Pediatric Module among Fifth-Year Medical Students |
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| รหัสดีโอไอ | |
| Creator | 1. Varisa Piriyakitphaiboon 2. Thanyaros Sinsophonphap 3. Ornatcha Sirimongkolchaiyakul |
| Title | Relationship between Online Formative Assessment and Summative Assessment in the Pediatric Module among Fifth-Year Medical Students |
| Publisher | Text and Journal Publication |
| Publication Year | 2565 |
| Journal Title | Vajira Medical Journal |
| Journal Vol. | 66 |
| Journal No. | 3 |
| Page no. | 181-188 |
| Keyword | formative assessment, medical education, pediatrics module, summative evaluation, feedback |
| URL Website | https://tci-thaijo.org/index.php/VMED |
| Website title | Vajira Medical Journal (วชิรเวชสาร) |
| ISSN | 0125-1252 |
| Abstract | Objectives: The present study aimed to explore the relationship between online formative outcomes and summative performance in the pediatric module among fifth-year medical students. Methods: We retrospectively collected and reviewed the learning data of 84 fifth-year medical students who enrolled in the pediatric module between August 2020 and July 2021. Results: Students who received individualized feedback had a higher mean summative score than their counterparts (61.17 ? 9.5 vs. 59.24 ? 9.6), and their summative outcome was significantly higher than their formative outcome (61.17% vs. 47.9%). The online formative scores were not correlated with summative scores, but there appeared a strong positive correlation between cumulative grade point average (CGPA) and summative scores (r = 0.685, p-value = 0.001) and a weak negative correlation between pediatric clerkship evaluation and summative scores (r = -0.380, p-value = 0.004). Univariate analysis revealed that lower average cumulative grade point average was significantly associated with an unsatisfactory grade in the pediatric module. Conclusion: The online formative assessment was not correlated with the summative assessment. Therefore, clinical teachers should consider other factors, especially CGPA to identify students who have a tendency for academic failure. |
