Arifath Mohideen, Manopriya Sheriff, Nellige GS
Department of Physiology, Melmaruvathur Adhiparasakthi Institute of Medical Sciences & Research, Melmaruvathur

Abstract

• Background: As a deep approach to learning is related to high-quality learning outcomes, assessments need to encourage students to adopt the same.
• Aim: This preliminary study was undertaken to determine the first-year dental student’s perceptions about a Medal examination in Physiology that invoked use of a deep approach to learning and to infer their approaches to learning.
• Materials and Methods: Based on their performance in a first-phase multiple-choice question-based test, 10 students were selected from a batch of 84 students. 7 of the 10 selected students attended the final phase of the examination in which, case-based, structured essay type questions were employed. Open-ended, written feedback on their experience of the final phase was submitted by 5 students.
• Results: The perceptions of 5 of the 7 students who attended the final phase were appreciative of an assessment which invoked a deep approach to learning.
• Conclusion: The student’s appreciation of an assessment that invokes a deep approach to learning in a non-summative context is significant in the context of learning behaviours.

Keywords: educational assessment, learning, perceptions