Introduction: Students’ engagement during the collection of
attendance (SEdCA) is a method where students write the answer
to a question related to the topic of preceding 1-h lecture. Then,
attendance is recorded by the teacher from the answer sheets.
This method was introduced primarily to overcome difficulty in
recording attendance from a class of high attendance. Its potential
formative assessment capability has not yet been ascertained. With
this background, the aim of this study was to evaluate the effect of
the application of SEdCA as a method of formative assessment on
the academic performance of first-year medical students.
Methods: This interventional, uncontrolled, before and after study
was conducted on 93 first-year medical students. Part completion
test (PCT) scores in anatomy before the application of SEdCA
was considered as the pre-intervention academic performance.
Then, 1-h lectures were designed according to SEdCA for a
period of 3 months. The next PCT scores were taken as postintervention
performance and compared with the pre-intervention
performance using paired t-test with α=0.05.
Results: Ninety-three (female=38, male=55) first-year medical
students with a mean age of 17.65±0.88 years participated in the
study. There was a significant increase in theory (23.74±5.67
versus 26.40±5.17, t=3.31, P<0.001), practical (21.43±6.60 versus
24.08±5.16, t=6.95, P<0.001), and total (45.17±11 versus 50.47±9.17,
t=8, P<0.001) scores in the post-intervention PCT.
Conclusion: SEdCA may be applied to enhance the academic
competency of first-year medical students. However, its impact
should be evaluated further in multiple subjects in students of
different years of study in more institutes for a generalized result.