Home About us Editorial board Search Ahead of print Current issue Archives Submit article Instructions Subscribe Contacts Login 
  Users Online: 327 Home Print this page Email this page Small font sizeDefault font sizeIncrease font size  
Year : 2015  |  Volume : 5  |  Issue : 4  |  Page : 66-70

Formative assessment in postgraduate medical education - Perceptions of students and teachers

1 Department of Pediatrics, Dr. Rajendra Prasad Government Medical College and Hospital, Tanda, Kangra, Himachal Prades, India
2 Department of Orthopedics, Dr. Rajendra Prasad Government Medical College and Hospital, Tanda, Kangra, Himachal Pradesh, India

Correspondence Address:
Dr. Seema Sharma
H. No. 23, Type 5, Block B, Dr. RPGMCH, Tanda, Kangra, Himachal Pradesh
Login to access the Email id

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/2229-516X.162282

Rights and Permissions

Context: One of the most important factors of medical education that can revolutionize the learning process in postgraduate students (PGs) is assessment for learning by means of formative assessment (FA). FA is directed at steering and fostering learning of the students by providing feedback to the learner. However, though theoretically well suited to postgraduate training, evidence are emerging that engaging stakeholders in FA in daily clinical practice is quite complex. Aims: To explore perceptions of PGs and teachers (Ts) about factors that determines active engagement in FA. Subjects and Methods: It was a descriptive qualitative study involving focus group discussions (FGDs) with PGs and Ts from Departments of Pediatrics and Orthopedics. FGDs data were processed through points/remarks, data reduction, data display, coding followed by theme generation for content analysis. Results: Four higher order themes emerged: Harsh reality of present summative assessment structure, individual perspectives on feedback, supportiveness of the learning environment, and the credibility of feedback and/or feedback giver. Conclusions: Engaging in FA with a genuine impact on learning is complex and quite a challenge to both students and Ts. Increased acceptability along with the effective implementation of FA structure, individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of FA in postgraduate medical training is evaluated.

Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)

 Article Access Statistics
    PDF Downloaded416    
    Comments [Add]    
    Cited by others 3    

Recommend this journal