“Feedback was very helpful”: the benefits of feedback on drafts for students learning.

Burke, Deirdre

doi:10.18792/diskus.v14i0.18

Cited by 1 publication

(1 citation statement)

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“…The hypothesis to be tested was that once given a topic to analysis and compose, student understanding would be increased if they were asked to construct mnemonic based on the material under study. [11] …”

Section: Introductionmentioning

confidence: 99%

Evaluation of Knowledge and Attitude among Medical Students towards Mnemonics Learning

Ravish¹,

Gunasheela²,

H³

et al. 2016

AIMDR

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Background: Many different ways exist to undertake and encourage students to improve their information and understanding of a subject matter. This study was undertaken to measure the impact of student-based mnemonic construction with multiple selection questions (mnemonics) as a stimulant for the training and understanding of topics in biochemistry. Methods: Medical students were selected voluntarily from various medical colleges. They were approached with a pre-validated mnemonic's with prior oriented mnemonics. Feedback questions were taken from students regarding mnemonics usage. Statistics: Descriptive statistics was used and results were expressed as percentage. Results: 135 students were selected from first year for this study. A set of questionnaires were place and directed to decide on the suitable possibility as per the likert scale. The response were collected and analyzed. 65% of students very much liked learning mnemonics, 54% of students expressed interest to create mnemonics before going to exams. 38% of students expressed that they were terrified with mnemonics. 67% of students felt confident with mnemonics, 57% students opined that future theory teaching should be based contain few interesting mnemonics. 71% of students felt mnemonics helped them in remembering, analysing, evaluating and understanding difficult medical concepts. Conclusion: The fact that the mnemonics didn't test deep learning could suggest that the students did not gain the higher levels of understanding hoped for, but this is often a difficult conclusion to make particularly because it isn't a realistic expectation for students to provide mnemonics testing higher order cognitive skills at their first try.

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Section: Introductionmentioning

confidence: 99%