Factors Affecting the Academic Performance of Undergraduate Medical Students at a Medical Institute of Northern India

Rani, Vidya; Singh, Naresh Pal; Bharti, Prem Prakash

doi:10.29252/edcj.13.39.1

Cited by 1 publication

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“…In our study, we found no association between CGPA, and change in the marks on having access to e-resources. This result is supported by Rani et al [28] found that the academic performance of undergraduate medical students was not associated with the change in marks on accessing E-resources. We also noticed that although most of the participants perceived self-efficacy and that they were well prepared for the exam; however, this positive belief was not associated with an increase in their marks, and almost half of the students (44%) had either decreased or no change in the mark.…”

Section: Discussionsupporting

confidence: 57%

The effect of access to electronic resources during examination on medical and dental students scores in summative assessment: quasi experimental study

et al. 2022

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Background Access to electronic (E) resources has become an indispensable requirement in medical education and practice. Objective Our objective was to assess the effect of E-resources access during examination on end-course-exam scores of medical and dental students. Methods A quasi-experimental study which included two cohorts of medical (n = 106 & 85) and three cohorts of dental students (n = 66, 64 and 69) who took end-course- exams. Each exam was composed of two- parts (Part I and II), that encompassed equal number of questions and duration. Access to E-resources was allowed in part-II only. Items Difficulty Index (DI), Discrimination Index, (DisI), Point Biserial, (PBS) and cognitive level were determined. Results The study included 390 students. The proportion of items at various levels of DI, DisI, and PBS and the average values for item DI, DisI in both parts of each exam were comparable. The average scores in part-II were significantly higher than part-I (P < 0.001, < 0.001 and 0.04) and lower-order cognitive-level items scores were higher in three exams (P < 0.0001, 0.0001, 0.0001). Higher- order cognitive level items scores were comparable between part I and II in all courses. The significant factor for change in marks were questions cognitive level and type of the course. Conclusion Access to E-resources during examination does not make a significant difference in scores of higher-order cognitive level items. Question cognitive level and course type were the significant factors for the change in exam scores when accessing E-resources. Time-restricted E-resources accessed tests that examine higher cognitive level item had no significant academic integrity drawback.

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Section: Discussionsupporting

confidence: 57%