Received: January 12, 2012
Accepted: January 23, 2013
Ref: Ashakiran S, Deepthi R. One-Minute Paper: A thinking centered assessment tool. Internet J Med Update. 2013 Jul;8(2):3-9.
One-Minute Paper: A thinking centered assessment tool
Ashakiran S* MD and Deepthi R** MD
*Professor, Department of Biochemistry, **Assistant Professor, Department of Community Medicine, Sri Devaraj Urs Medical College, Kolar, Karnataka, India
(Corresponding Author: Dr. Ashakiran S, Professor, Department of Biochemistry, Sri Devaraj Urs Medical College, Tamaka, Kolar-563101, Karnataka, India; Email: firstname.lastname@example.org)
A versatile assessment technique used in classroom for quick and simple feedback is ‘One-Minute paper’. It provides real-time feedback from class and enables the teacher to find out if students have recognized the main points in a class session. The objectives of the study were to employ one-minute paper for post-graduate students during a continuous medical education (CME) program lecture, to assess its effectiveness for achievement of objectives and learning ability of the students, to analyze the questioning pattern of the students for the topic and to obtain feedback on participant’s perception on use of ‘one-minute paper’. The study was employed for one-hour lecture in CME program for post-graduate students. One-Minute paper was employed for the topic ‘Phenylketonuria’. The lecture was sub-divided into five components and the response sheet was designed accordingly. The delivery time for each component varied between 8 to 12 minutes. At the end of each component, 2 minutes was given for the participants to respond to two questions - what was the most important thing they learnt during this session and what important question remains unanswered? Analysis of response was carried out to know achievement of objectives, association of learning ability and questioning pattern. Response to the learning ability showed that 80 to 90% of the participants responded satisfactorily to all the components. Questioning pattern was least for component 3 of the lecture. Questioning skills showed that most questions were in stage 1, 4 and 5. Participants reflected that the use of ‘one-minute paper’ was thinking centered, engaged them throughout the topic and provided liberty for them to ask questions. One-minute paper is inexpensive, easy to use, and an instant assessment means, which reflects the achievement of learning objectives. It is a thinking centered assessment tool, which gives ample opportunity to the learner for active learning.
KEY WORDS: One-Minute paper; Questioning pattern; Questioning skills; Thinking centered