A Cross-Sectional Study On Medical Students' Feedback On Competency-Based Formative Assessment

Abstract

Background and objectives: Formative assessment (FA) is an essential component of the new competency-based medical education curriculum, aimed at improving learning outcomes. Student feedback plays a crucial role in optimizing future FA practices, guiding content development and application. Thus, this study aimed to evaluate first year medical students' feedback regarding FAs.

Methods: The study objectives were to assess the emotional impact of FA on students and analyze their suggestions for improving FA practices. A structured and pre-validated questionnaire was administered to consenting students who had undergone FA. Responses were collected and statistically analyzed.

Results: Out of 200 students, 178 participated in all FAs, and 145 of them completed the questionnaire, yielding an 81.46% response rate. Regarding emotional impact, majority of students did not perceive FA as burdensome, and reported increased motivation to study. In terms of suggestions, all of students preferred to be informed in advance about upcoming FAs. Additionally, 88.28% preferred written assessments, while 75.17% favored multiple-choice questions (MCQs) exclusively, and 70.34% preferred a combination of MCQs and essay-type questions. Moreover, majority of students advocated for FAs in practical settings, although only few preferred them to be included in the same paper as theory-based FAs.

Conclusion: FA serves as an effective tool for enhancing learning without imposing undue stress on students, acting as a positive motivator for improved study habits. Students prefer informed, written assessments primarily comprising MCQs, preferably separated from essay-type questions.