A cross-sectional, questionnaire study to assess the feedback from second year medical students regarding competency based medical education prescribed formative assessment in pharmacology

Abstract

Background: Formative assessment (FA) is part of the assessment process according to the new competency based medical education curriculum and is believed to improve learning. Feedback from students is an integral part of FA which, if incorporated, may help in optimizing content and application of future FAs. Hence, the current study was conducted to assess feedback from 2nd year medical students regarding FAs in Pharmacology. Aim and Objectives: The objectives of the study were to assess the emotional impact of FA on students and to analyze their suggestions regarding FA. Materials and Methods: A well-designed, structured, and pre-validated questionnaire was filled by consenting students who had written the FA. The responses were compiled in an excel sheet and statistically analyzed. Results: Out of 121 students, 115 took FA and of them 100 students filled the questionnaire (Response rate 86.95%). When it comes to emotional impact, 64% students did not find these assessments burdensome and 81% were motivated to study better. When it comes to future suggestions, 100% wanted to be pre-informed. About 88% wanted a written assessment. About 75% wanted only multiple choices questions (MCQs) and 70% wanted MCQs + Essay type questions. About 65% students wanted FAs in practicals but only 36% wanted it in the same paper as theory FA. Conclusion: FA is a good tool to enhance learning which is not a burden on students but a good motivator for better reading. Students prefer a pre-informed, written assessment with MCQs over essay type questions and want these FAs to be conducted in practical’s also but not in the same paper.