• Aisha Ayyub and Usman Mahboob.
• Dr. Aisha Ayyub, MBBS, PG Dip, M Phil (Pathology), CHPE, MHPE, Assistant Professor, Department of Pathology, KMU-Institute of Medical Sciences (KIMS), Kohat, Pakistan.
• Pak J Med Sci. 2017 Nov 1; 33 (6): 1339-1343.

ObjectiveTo determine the effectiveness of Test-Enhanced learning as a learning tool in lectures for undergraduate medical students.MethodThis quantitative, randomized controlled trial included eighty-four students of 4th year MBBS from Yusra Medical & Dental College, Islamabad. The duration of study was from March 2016 to August 2016. After obtaining the informed consent; participants were equally assigned to interventional and non-interventional study groups through stratified randomization. Single best answer MCQs of special pathology were used as data collection instrument after validation. A pre- and post-test was taken from both groups, before and after the intervention, respectively and their results were compared using SPSS version 21.ResultsThere were 13 male (31%) and 29 female (69%) participants in each study group who showed an equivalent baseline performance on pre-test (p=0.95). Statistically significant difference was found among mean scores of interventional and non-interventional study groups at exit exam (p=0.00). Interventional group also showed a significant improvement in their post-test scores (mean: 17.17±1.59) as compared to pre-test scores (mean: 6.19±1.81).ConclusionsTest-enhanced learning has significant effect on improving the learning of course content delivered to undergraduate medical students through lectures.

4 keywords...

hide…