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Original Article
A Computer-Assisted, Real-Time Feedback System for Medical Students as a Tool for Web-Based Learning
Hyunyong Hwang
Kosin Medical Journal 2016;31(2):134-145.
DOI: https://doi.org/10.7180/kmj.2016.31.2.134
Published online: January 20, 2016

Department of Laboratory Medicine, College of Medicine, Kosin University, Busan, Korea

Corresponding Author: Hyunyong Hwang, Department of Laboratory Medicine, College of Medicine, Kosin University, 262 Gamchen-ro, Seo-gu, Busan 49267, Korea Tel: +82-51-990-6279 FAX: +82-51-990-3010 E-mail: terminom@hanmail.net
• Received: May 21, 2015   • Accepted: September 3, 2015

Copyright © 2016 Kosin University School of Medicine Proceedings

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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  • Objectives
    Medical students sometimes do not receive proper feedback from their instructors. This study evaluated a newly developed automated and personalized real-time feedback system intended to address this issue.
  • Methods
    Third- and fourth-year medical students participated in quizzes focusing on 17 learning objectives and a five-scale survey that queried their prior knowledge related to blood transfusions. Immediately after completing the quizzes, the students received automated and personalized, real-time feedback and were instructed to take part in self-directed learning. This activity was followed by a final quiz. After completion of the final quiz, the students responded to the five-scale survey that probed the usefulness of and satisfaction with the automated, personalized, real-time feedback system.
  • Results
    Eighty students took part in this study. The third-year group had a higher score for prior knowledge and also on the first quiz (P= 0.008, P= 0.046, respectively). There was no significant difference in final quiz scores between the third- and fourth-year groups (P= 0.633). The scores for usefulness of and satisfaction with the automated, real-time feedback system were 4.45 and 4.34, and 4.55 and 4.40 in the third- and fourth-year students, respectively.
  • Conclusions
    The automated, personalized, real-time feedback system provided timely and effective feedback for medical students and was helpful for their self-directed learning.
  • Keywords: Automated; Feedback; Personalized; Real-time
Fig. 1.
The quiz, feedback, and final exam provided to the students in this study. The quiz, feedback, and final exam were hosted on the website, which was developed by the author on the Moodle platform. When students clicked on the quiz question number (A), the quiz question appeared on the screen (B). After completing the quizzes, the students could view feedback that varied depending on quiz score (C), view the activated feedback, and perform self-directed learning guided by the feedback (D). After completion of the self-directed learning, students were permitted to take the final exam.
kmj-31-134f1.jpg
Fig. 2.
Subjective opinions from students about the merits and drawbacks of the automated, real-time feedback system. Some highly ranked opinions are listed, and more opinions are included in the “Other” category.
kmj-31-134f2.jpg
Table 1.
Mean, standard deviation (SD), and t-test results of third- and fourth-year medical students on a survey of prior knowledge, usefulness, and satisfaction conducted using Moodle
Test items Grade N Mean SD P
Survey of prior knowledge 3 4 40 40 3.35 3.82 0.85 0.67 0.008
  3 40 4.55 0.46  
Usefulness survey 4 40 4.40 0.58 0.190
Survey of satisfaction 3 4 40 40 4.45 4.34 0.64 0.67 0.480

N, number; SD, standard deviation; P, p-value in t-test

Table 2.
Scores between third-year and fourth-year medical students
Category Mean (SD) T-test
Third year (n=40) Fourth year (n=40)
Quiz 85.57 (10.26) 89.66 (7.51) P = 0.046
Final quiz 96.02 (4.56) 95.53 (4.74) P = 0.633
Table 3.
The degrees of satisfaction with and usefulness of a computer-assisted, automated, real-time feedback system amongst medical students
Category Questions Min Max M SD
Degree of Satisfaction I was pleased with the Blood Transfusion class. 1 5 4.29 0.81
  Quizzes used in the Blood Transfusion class were helpful for learning about blood transfusions. 2 5 4.55 0.61
  The feedback used in the Blood Transfusion class 3 5 4.46 0.64
  was helpful for studying blood transfusions. It was easy to follow the feedback presented. 2 5 4.31 0.88
  The content of the quizzes and the feedback were related to what is necessary for studying blood transfusions. 2 5 4.41 0.79
  As a whole, I am satisfied with this Blood Transfusion class that was supported by a computer-assisted feedback system. 1 5 4.34 0.91
Usefulness The quizzes provided on the homepage were helpful for learning about blood transfusions. 3 5 4.58 0.61
  The content of the quizzes was related to what was taught during the Blood Transfusion class. 3 5 4.70 0.54
  The content of the feedback adequately pointed out what I need to know. 3 5 4.36 0.66
  The content of the feedback was helpful to me when I took the final exam. 2 5 4.40 0.74
  The spontaneous feedback after the quiz was helpful. 2 5 4.58 0.69
  It was easy to read and comprehend the feedback. 1 5 4.34 0.86
  The computer-assisted feedback system was helpful for studying about blood transfusions. 1 5 4.39 0.83

Min, minimum; Max, maximum; M, mean; SD, standard deviation.

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    Citations

    Citations to this article as recorded by  
    • Do we need Moodle in medical education? A review of its impact and utility
      Seri Jeong, Hyunyong Hwang
      Kosin Medical Journal.2023; 38(3): 159.     CrossRef
    • The effectiveness of Moodle's “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures
      Haeyoung Lee, Sang-Shin Lee, Hyunyong Hwang
      Kosin Medical Journal.2023; 38(4): 278.     CrossRef
    • New approach to learning medical procedures using a smartphone and the Moodle platform to facilitate assessments and written feedback
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      Kosin Medical Journal.2022; 37(1): 75.     CrossRef
    • How does quiz activity affect summative assessment outcomes? An analysis of three consecutive years’ data on self-directed learning
      Chi Eun Oh, Hyunyong Hwang
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      A Computer-Assisted, Real-Time Feedback System for Medical Students as a Tool for Web-Based Learning
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      DOI: https://doi.org/10.7180/kmj.2016.31.2.134
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    A Computer-Assisted, Real-Time Feedback System for Medical Students as a Tool for Web-Based Learning
    Image Image
    Fig. 1. The quiz, feedback, and final exam provided to the students in this study. The quiz, feedback, and final exam were hosted on the website, which was developed by the author on the Moodle platform. When students clicked on the quiz question number (A), the quiz question appeared on the screen (B). After completing the quizzes, the students could view feedback that varied depending on quiz score (C), view the activated feedback, and perform self-directed learning guided by the feedback (D). After completion of the self-directed learning, students were permitted to take the final exam.
    Fig. 2. Subjective opinions from students about the merits and drawbacks of the automated, real-time feedback system. Some highly ranked opinions are listed, and more opinions are included in the “Other” category.

    Fig. 1.

    Fig. 2.

    A Computer-Assisted, Real-Time Feedback System for Medical Students as a Tool for Web-Based Learning

    Mean, standard deviation (SD), and t-test results of third- and fourth-year medical students on a survey of prior knowledge, usefulness, and satisfaction conducted using Moodle

    Test items Grade N Mean SD P
    Survey of prior knowledge 3 4 40 40 3.35 3.82 0.85 0.67 0.008
      3 40 4.55 0.46  
    Usefulness survey 4 40 4.40 0.58 0.190
    Survey of satisfaction 3 4 40 40 4.45 4.34 0.64 0.67 0.480

    Scores between third-year and fourth-year medical students

    Category Mean (SD) T-test
    Third year (n=40) Fourth year (n=40)
    Quiz 85.57 (10.26) 89.66 (7.51) P = 0.046
    Final quiz 96.02 (4.56) 95.53 (4.74) P = 0.633

    The degrees of satisfaction with and usefulness of a computer-assisted, automated, real-time feedback system amongst medical students

    Category Questions Min Max M SD
    Degree of Satisfaction I was pleased with the Blood Transfusion class. 1 5 4.29 0.81
      Quizzes used in the Blood Transfusion class were helpful for learning about blood transfusions. 2 5 4.55 0.61
      The feedback used in the Blood Transfusion class 3 5 4.46 0.64
      was helpful for studying blood transfusions. It was easy to follow the feedback presented. 2 5 4.31 0.88
      The content of the quizzes and the feedback were related to what is necessary for studying blood transfusions. 2 5 4.41 0.79
      As a whole, I am satisfied with this Blood Transfusion class that was supported by a computer-assisted feedback system. 1 5 4.34 0.91
    Usefulness The quizzes provided on the homepage were helpful for learning about blood transfusions. 3 5 4.58 0.61
      The content of the quizzes was related to what was taught during the Blood Transfusion class. 3 5 4.70 0.54
      The content of the feedback adequately pointed out what I need to know. 3 5 4.36 0.66
      The content of the feedback was helpful to me when I took the final exam. 2 5 4.40 0.74
      The spontaneous feedback after the quiz was helpful. 2 5 4.58 0.69
      It was easy to read and comprehend the feedback. 1 5 4.34 0.86
      The computer-assisted feedback system was helpful for studying about blood transfusions. 1 5 4.39 0.83
    Table 1. Mean, standard deviation (SD), and t-test results of third- and fourth-year medical students on a survey of prior knowledge, usefulness, and satisfaction conducted using Moodle

    N, number; SD, standard deviation; P, p-value in t-test

    Table 2. Scores between third-year and fourth-year medical students

    Table 3. The degrees of satisfaction with and usefulness of a computer-assisted, automated, real-time feedback system amongst medical students

    Min, minimum; Max, maximum; M, mean; SD, standard deviation.

    Table 1.

    Table 2.

    Table 3.

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