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Pak J Med Sci. 2017 Nov-Dec;33(6):1339-1343. doi: 10.12669/pjms.336.13358.

Effectiveness of Test-Enhanced Learning (TEL) in lectures for undergraduate medical students.

Author information

Dr. Aisha Ayyub, MBBS, PG Dip, M Phil (Pathology), CHPE, MHPE, Assistant Professor, Department of Pathology, KMU-Institute of Medical Sciences (KIMS), Kohat, Pakistan.
Dr. Usman Mahboob, MBBS, MPH, FHEA, DHPE, Assistant Professor in Medical Education, Institute of Health Professions Education & Research (IHPER) Khyber Medical University (KMU), Peshawar, Pakistan.



To determine the effectiveness of Test-Enhanced learning as a learning tool in lectures for undergraduate medical students.


This 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.


There 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).


Test-enhanced learning has significant effect on improving the learning of course content delivered to undergraduate medical students through lectures.


Learning; Medical education; Medical students; Test-enhanced learning; Testing effect; Undergraduate lectures

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