فهرست نشریات علمی دسترسی آزاد ایران

BACKGROUND: Increase in competitive demands has led to the promotion of seminar presentationby the students to increase active learning and for the assessment of learning. Portfolios are animportant tool for assessment for learning. The objectives of the study were to compare the gain inknowledge among the conventional and the blended seminar groups (intervention group), analyzethe working portfolios to assess for learning, and to gather the perception of students.MATERIALS AND METHODS: This was an interventional study (2016) with convenience samplingthat included 27 students each in the conventional and interventional groups. It was conducted in amedical college in central India. The conventional group was teacher led and the blended seminargroup was student led with interaction with the students regarding the contents of the portfolio.Student’s unpaired and paired t tests were used for statistical analysis. P < 0.05 was considered asthe level of significance. Class average normalized gain (g) was used as a measure of effectivenessof the intervention. Quantitative questions were analyzed using percentages and qualitative datausing categorization.RESULTS: Significant difference was found between the conventional and interventiongroups (P < 0.05) with gain “g” being 0.52 for the intervention group. On evaluation of the feedback,students commented regarding its interactive nature and progress during the learning process. Thereflections were coded as text as the unit of coding and student as the unit of coding. It was also foundthat the students who were critical reflectors were the ones who scored > 50% in the posttest scores.CONCLUSION: The present study showed that seminar when blended with portfolio yielded positiveresults in the process of learning, and hence was effective in assessment for learning.