“5 Minute Insight” As Method Of Reflective Learning And Student Assessment Technique: A Quasi Experimental Study

“5 Minute Insight” As Method Of Reflective Learning And Student Assessment Technique

Abstract

Abstract: Background: Competency based medical education aims in higher order learning Critical thinking in medical education. Cognitive skills are needed to rise above recall based to conceptualization, interpretation, analysis, synthesis and evaluation for skilled judgment in medical students. Thus consolidation of learning is necessary for improvements in student’s academic performance. Not only teacher directed learning but also students self directed and controlled learning are identified need for time. For students to be successful in self-directed learning, they must be able to engage in reflection and self-evaluation of their learning goals and progress in a unit of study. Objective: To evaluate the effectiveness of “5 Minute Insight†(5MI) as formative Classroom assessment technique of medical students. Material And Methods: A Quasi experimental descriptive study undertaken in 70 voluntary participating 1st phase MBBS students in department of physiology. After 45 minute traditional interactive lecture session the students had “5 Minute Insight†as reflection of learning and classroom assessment. 5MI formative classroom assessment technique was designed to create an insight statement. The 5MI was based on understanding of lecture session by student based on statements on competency to achieve, What he knew, now he knows, whether he knows all, why not and why does. Quantification of learning was scored using application based 10 single response multiple choice questions on physiology topic, before and after 5MI formative assessment. Correct response was scored one for each question. Data was analyzed using for difference in proportion or correct responses using Chi square test and paired difference in mean score by Wilcoxon Sign Rank test. Result: Correct responses before 5 MI for Q1 to Q10 were within 7.1% to 85.7% which after the 5MI were within 35.7% to 92.9% range. Improvement in correct responses after 5MI was found for Q1 to Q3, Q5 to Q7 and Q10 was statistically significant (p<0.05). Mean 38.9% students had correct responses before the 5MI which increase to 61.6% and was statistically significant (p=0.012). Mean total score before 5MI was 3.9 which increased to 6.2 with mean improvement of 2.3 (p<0.001). Conclusion: ‘5 Minute Insight’ formative assessments caused improvement of correct response in students thus indicating better learning. ‘5 Minute Insight’ type of formative assessment technique is as if learning by self-assessment by students. [Patil P A Natl J Integr Res Med, 2020; 11(3):49-53]