%0 Journal Article
%T Assessment for learning: a needs analysis study using formative assessment to evaluate the need for curriculum reform in basic sciences
%A Annamma Kurien
%A Bunmi S. Malau-Aduli
%A Faith Alele
%A Guruprasad Rao
%A Indira Bairy
%A Kiranmai S. Rai
%A Moh
%A Reem Rachel Abraham
%A Tarun Sen Gupta
%A Ullas Kamath
%A Vasudha Devi
%A Yeshwant K. Rao
%A as K. G. Rao
%J Advances in Physiology Education
%D 2018
%R https://doi.org/10.1152/advan.00093.2018
%X A needs analysis study for curriculum reform in basic sciences was conducted at Melaka Manipal Medical College, India, by means of a formative assessment method, namely Basic Science Retention Examination (BSRE). Students participated in a BSRE, which comprised recall and clinical multiple-choice questions in six discipline areas. They also rated the clinical relevance of each question and provided responses to three open-text questions about the exam. Pass rates were determined; clinical relevance ratings and performance scores were compared between recall type and clinical questions to test students¡¯ level of clinical application of basic science knowledge. Text comments were thematically analyzed to identify recurring themes. Only one-third of students passed the BSRE (32.2%). Students performed better in recall questions compared with clinical questions in anatomy (51.0 vs. 40.2%), pathology (45.1 vs. 38.1%), pharmacology (41.8 vs. 31.7%), and biochemistry (43.5 vs. 26.9%). In physiology, students performed better in clinical questions compared with the recall type (56.2 vs. 45.8%). Students¡¯ response to BSRE was positive. The findings imply that transfer of basic science knowledge was poor, and that assessment methods should emphasize clinical application of basic science knowledge.
%U http://www.physiology.org/doi/full/10.1152/advan.00093.2018