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Actualizing mastery learning in preclinical medical education through a formative medical classroom

Tripti K Srivastava, Vedprakash Mishra, Lalitbhushan S Waghmare.

Abstract
Assessment has one of the most significant influences on student learning. Since assessments tend to direct students’ learning efforts toward the intended learning outcomes, it is prudent to consider assessment as learning tools for improving the transfer and retention of learning and can rightly be considered as the bridge between teaching and learning. Aligned to Bloom’s theory of “mastery learning,” classroom-based formative assessments, combined with the systematic correction of learning issues can provide the learner with a more appropriate quality of instruction than what is possible under more traditional instructional approaches. This article reviews the evolving concept of classroom-based formative assessments in medical education and highlights its formative potential in preclinical years of medical curriculum. The suggested schema of “formative medical classroom” explores the possibility of seamless incorporation of formative assessment classroom techniques (FACTs) within classroom instruction in preclinical medical subjects and emphasizes that integration of FACTs within instructional activities can aid in timely diagnosis of learning issues and aid in planning suitable instructional adjustments.

Key words: Assessment; Classroom; Formative; Medical Education


 
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How to Cite this Article
Pubmed Style

Srivastava TK, Mishra V, Waghmare LS. Actualizing mastery learning in preclinical medical education through a formative medical classroom. doi:10.5455/njppp.2018.8.1144129112017


Web Style

Srivastava TK, Mishra V, Waghmare LS. Actualizing mastery learning in preclinical medical education through a formative medical classroom. http://www.njppp.com/?mno=283538 [Access: January 22, 2018]. doi:10.5455/njppp.2018.8.1144129112017


AMA (American Medical Association) Style

Srivastava TK, Mishra V, Waghmare LS. Actualizing mastery learning in preclinical medical education through a formative medical classroom. doi:10.5455/njppp.2018.8.1144129112017



Vancouver/ICMJE Style

Srivastava TK, Mishra V, Waghmare LS. Actualizing mastery learning in preclinical medical education through a formative medical classroom. doi:10.5455/njppp.2018.8.1144129112017



Harvard Style

Srivastava, T. K., Mishra, V. & Waghmare, L. S. (2018) Actualizing mastery learning in preclinical medical education through a formative medical classroom. doi:10.5455/njppp.2018.8.1144129112017



Turabian Style

Srivastava, Tripti K, Vedprakash Mishra, and Lalitbhushan S Waghmare. 2018. Actualizing mastery learning in preclinical medical education through a formative medical classroom. doi:10.5455/njppp.2018.8.1144129112017



Chicago Style

Srivastava, Tripti K, Vedprakash Mishra, and Lalitbhushan S Waghmare. "Actualizing mastery learning in preclinical medical education through a formative medical classroom." doi:10.5455/njppp.2018.8.1144129112017



MLA (The Modern Language Association) Style

Srivastava, Tripti K, Vedprakash Mishra, and Lalitbhushan S Waghmare. "Actualizing mastery learning in preclinical medical education through a formative medical classroom." doi:10.5455/njppp.2018.8.1144129112017



APA (American Psychological Association) Style

Srivastava, T. K., Mishra, V. & Waghmare, L. S. (2018) Actualizing mastery learning in preclinical medical education through a formative medical classroom. doi:10.5455/njppp.2018.8.1144129112017



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