Effect of quantitative feedback on student performance on the National Board Medical Examination in an obstetrics and gynecology clerkship
Objective The purpose of this study was to determine whether regular quantitative feedback improved medical student performance on the National Board of Medical Examiners Obstetrics and Gynecology subject test. Study Design We examined the effect of including regular quantitative feedback (in the fo...
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| Veröffentlicht in: | American journal of obstetrics and gynecology 2007-11, Vol.197 (5), p.530.e1-530.e5 |
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| container_end_page | 530.e5 |
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| container_issue | 5 |
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| container_title | American journal of obstetrics and gynecology |
| container_volume | 197 |
| creator | Brar, Mandeep K., MD Laube, Douglas W., MD Bett, Glenna C.L., PhD |
| description | Objective The purpose of this study was to determine whether regular quantitative feedback improved medical student performance on the National Board of Medical Examiners Obstetrics and Gynecology subject test. Study Design We examined the effect of including regular quantitative feedback (in the form of biweekly quizzes) in the obstetrics and gynecology clerkship on student performance on the National Board of Medical Examiners Obstetrics and Gynecology examination at the University at Buffalo. Results Students who completed the clerkship format including the regular feedback scored significantly higher than students who completed the clerkship without feedback (70.3 ± 7.1 vs 68.2 ± 8.6; P < .005; mean ± SD; t test). The number of students failing the examination was significantly reduced from 6.39% to 0.47% (χ2 test; P < .001). Conclusion Introduction of regular quantitative feedback significantly improved student performance on the National Board of Medical Examiners test, and resulted in a significant decrease in the number of students failing the course. |
| doi_str_mv | 10.1016/j.ajog.2007.07.029 |
| format | Article |
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Study Design We examined the effect of including regular quantitative feedback (in the form of biweekly quizzes) in the obstetrics and gynecology clerkship on student performance on the National Board of Medical Examiners Obstetrics and Gynecology examination at the University at Buffalo. Results Students who completed the clerkship format including the regular feedback scored significantly higher than students who completed the clerkship without feedback (70.3 ± 7.1 vs 68.2 ± 8.6; P < .005; mean ± SD; t test). The number of students failing the examination was significantly reduced from 6.39% to 0.47% (χ2 test; P < .001). Conclusion Introduction of regular quantitative feedback significantly improved student performance on the National Board of Medical Examiners test, and resulted in a significant decrease in the number of students failing the course.</description><identifier>ISSN: 0002-9378</identifier><identifier>EISSN: 1097-6868</identifier><identifier>DOI: 10.1016/j.ajog.2007.07.029</identifier><identifier>PMID: 17980197</identifier><identifier>CODEN: AJOGAH</identifier><language>eng</language><publisher>Philadelphia, PA: Mosby, Inc</publisher><subject>Adult ; Biological and medical sciences ; Case-Control Studies ; clerkship ; Clinical Clerkship ; Delivery. Postpartum. Lactation ; Educational Measurement ; Female ; Gynecology - education ; Gynecology. Andrology. Obstetrics ; Humans ; Knowledge of Results (Psychology) ; Male ; Medical sciences ; medical student education ; national board of medical examiners ; Obstetrics - education ; Obstetrics and Gynecology ; Task Performance and Analysis ; undergraduate</subject><ispartof>American journal of obstetrics and gynecology, 2007-11, Vol.197 (5), p.530.e1-530.e5</ispartof><rights>Mosby, Inc.</rights><rights>2007 Mosby, Inc.</rights><rights>2008 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c439t-37ab00b6db1d54d3de557ed8440853eedc4d5283641d41f0742d64c57224401d3</citedby><cites>FETCH-LOGICAL-c439t-37ab00b6db1d54d3de557ed8440853eedc4d5283641d41f0742d64c57224401d3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.ajog.2007.07.029$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>309,310,314,780,784,789,790,3550,23930,23931,25140,27924,27925,45995</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=19373912$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/17980197$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Brar, Mandeep K., MD</creatorcontrib><creatorcontrib>Laube, Douglas W., MD</creatorcontrib><creatorcontrib>Bett, Glenna C.L., PhD</creatorcontrib><title>Effect of quantitative feedback on student performance on the National Board Medical Examination in an obstetrics and gynecology clerkship</title><title>American journal of obstetrics and gynecology</title><addtitle>Am J Obstet Gynecol</addtitle><description>Objective The purpose of this study was to determine whether regular quantitative feedback improved medical student performance on the National Board of Medical Examiners Obstetrics and Gynecology subject test. Study Design We examined the effect of including regular quantitative feedback (in the form of biweekly quizzes) in the obstetrics and gynecology clerkship on student performance on the National Board of Medical Examiners Obstetrics and Gynecology examination at the University at Buffalo. Results Students who completed the clerkship format including the regular feedback scored significantly higher than students who completed the clerkship without feedback (70.3 ± 7.1 vs 68.2 ± 8.6; P < .005; mean ± SD; t test). The number of students failing the examination was significantly reduced from 6.39% to 0.47% (χ2 test; P < .001). Conclusion Introduction of regular quantitative feedback significantly improved student performance on the National Board of Medical Examiners test, and resulted in a significant decrease in the number of students failing the course.</description><subject>Adult</subject><subject>Biological and medical sciences</subject><subject>Case-Control Studies</subject><subject>clerkship</subject><subject>Clinical Clerkship</subject><subject>Delivery. Postpartum. Lactation</subject><subject>Educational Measurement</subject><subject>Female</subject><subject>Gynecology - education</subject><subject>Gynecology. Andrology. Obstetrics</subject><subject>Humans</subject><subject>Knowledge of Results (Psychology)</subject><subject>Male</subject><subject>Medical sciences</subject><subject>medical student education</subject><subject>national board of medical examiners</subject><subject>Obstetrics - education</subject><subject>Obstetrics and Gynecology</subject><subject>Task Performance and Analysis</subject><subject>undergraduate</subject><issn>0002-9378</issn><issn>1097-6868</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2007</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kk2LFDEQhhtR3HH1D3iQXPTWY7660w0i6DJ-wKoH9RzSSfVsenqS2SS9OH_BX23iDCx4EApCVZ4qivetqnpO8Jpg0r6e1mry2zXFWKxL0P5BtSK4F3Xbtd3DaoUxpnXPRHdRPYlxKint6ePqgoi-w6QXq-r3ZhxBJ-RHdLsol2xSyd4BGgHMoPQOeYdiWgy4hA4QRh_2ymko5XQD6GumvVMzeu9VMOgLGKtztvml9tb9_UPWIeWQH2KCFKyOOTNoe3Sg_ey3R6RnCLt4Yw9Pq0ejmiM8O7-X1c8Pmx9Xn-rrbx8_X727rjVnfaqZUAPGQ2sGYhpumIGmEWA6znHXsLy25qahHWs5MZyMWHBqWq4bQWlGiGGX1avT3EPwtwvEJPc2aphn5cAvUbYdb0nD-gzSE6iDjzHAKA_B7lU4SoJlcUBOsjggiwOyBC1NL87Tl2EP5r7lLHkGXp4BFbNWY8h62njPZb9YT2jm3pw4yFrcWQgyagtZe2NDdkwab_-_x9t_2vVsXXFnB0eIk19C9i1KIiOVWH4vx1FOBQuMe9x17A8fc7sO</recordid><startdate>20071101</startdate><enddate>20071101</enddate><creator>Brar, Mandeep K., MD</creator><creator>Laube, Douglas W., MD</creator><creator>Bett, Glenna C.L., PhD</creator><general>Mosby, Inc</general><general>Elsevier</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>20071101</creationdate><title>Effect of quantitative feedback on student performance on the National Board Medical Examination in an obstetrics and gynecology clerkship</title><author>Brar, Mandeep K., MD ; Laube, Douglas W., MD ; Bett, Glenna C.L., PhD</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c439t-37ab00b6db1d54d3de557ed8440853eedc4d5283641d41f0742d64c57224401d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2007</creationdate><topic>Adult</topic><topic>Biological and medical sciences</topic><topic>Case-Control Studies</topic><topic>clerkship</topic><topic>Clinical Clerkship</topic><topic>Delivery. Postpartum. Lactation</topic><topic>Educational Measurement</topic><topic>Female</topic><topic>Gynecology - education</topic><topic>Gynecology. Andrology. Obstetrics</topic><topic>Humans</topic><topic>Knowledge of Results (Psychology)</topic><topic>Male</topic><topic>Medical sciences</topic><topic>medical student education</topic><topic>national board of medical examiners</topic><topic>Obstetrics - education</topic><topic>Obstetrics and Gynecology</topic><topic>Task Performance and Analysis</topic><topic>undergraduate</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Brar, Mandeep K., MD</creatorcontrib><creatorcontrib>Laube, Douglas W., MD</creatorcontrib><creatorcontrib>Bett, Glenna C.L., PhD</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>American journal of obstetrics and gynecology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Brar, Mandeep K., MD</au><au>Laube, Douglas W., MD</au><au>Bett, Glenna C.L., PhD</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Effect of quantitative feedback on student performance on the National Board Medical Examination in an obstetrics and gynecology clerkship</atitle><jtitle>American journal of obstetrics and gynecology</jtitle><addtitle>Am J Obstet Gynecol</addtitle><date>2007-11-01</date><risdate>2007</risdate><volume>197</volume><issue>5</issue><spage>530.e1</spage><epage>530.e5</epage><pages>530.e1-530.e5</pages><issn>0002-9378</issn><eissn>1097-6868</eissn><coden>AJOGAH</coden><abstract>Objective The purpose of this study was to determine whether regular quantitative feedback improved medical student performance on the National Board of Medical Examiners Obstetrics and Gynecology subject test. Study Design We examined the effect of including regular quantitative feedback (in the form of biweekly quizzes) in the obstetrics and gynecology clerkship on student performance on the National Board of Medical Examiners Obstetrics and Gynecology examination at the University at Buffalo. Results Students who completed the clerkship format including the regular feedback scored significantly higher than students who completed the clerkship without feedback (70.3 ± 7.1 vs 68.2 ± 8.6; P < .005; mean ± SD; t test). The number of students failing the examination was significantly reduced from 6.39% to 0.47% (χ2 test; P < .001). Conclusion Introduction of regular quantitative feedback significantly improved student performance on the National Board of Medical Examiners test, and resulted in a significant decrease in the number of students failing the course.</abstract><cop>Philadelphia, PA</cop><pub>Mosby, Inc</pub><pmid>17980197</pmid><doi>10.1016/j.ajog.2007.07.029</doi><tpages>3</tpages></addata></record> |
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| subjects | Adult Biological and medical sciences Case-Control Studies clerkship Clinical Clerkship Delivery. Postpartum. Lactation Educational Measurement Female Gynecology - education Gynecology. Andrology. Obstetrics Humans Knowledge of Results (Psychology) Male Medical sciences medical student education national board of medical examiners Obstetrics - education Obstetrics and Gynecology Task Performance and Analysis undergraduate |
| title | Effect of quantitative feedback on student performance on the National Board Medical Examination in an obstetrics and gynecology clerkship |
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