Biomedicine

Abstract

Background: In the dynamic field of medical education, assessment methods have evolved significantly. One notable shift is the transition from traditional paper-based spotter tests to digital formats, primarily facilitated by PowerPoint presentations. Traditionally, spotter tests involved identifying and labeling anatomical structures on physical images, a method central to medical assessments. However, digital tools have introduced a new dimension to this evaluation process. Method: This study involved 150 first-year MBBS students, each assessed through both traditional and PowerPoint methods in a sequential cross-over design. A survey was administered to gather student perceptions of these two assessment methods. Results: The findings revealed that students performed significantly better with the PowerPoint method, achieving a mean score of 24.1 ± 9.09 compared to 13.09 ± 4.49 with the traditional method. While 51.3% of students preferred the PowerPoint approach, 48.7% favored the traditional method. The difference in performance was statistically significant, with a p-value of 0.026. Conclusion: Traditional methods excel in assessing higher cognitive functions and clinical reasoning, while PowerPoint assessments offer efficiency and broader acceptance among large cohorts. Integrating both approaches can enhance performance and engagement, catering to diverse learning styles. The implications of our findings suggest that adopting a blended assessment framework can not only improve learning outcomes but also better prepare future healthcare professionals for the complexities of clinical practice.