Perception and Feedback of Medical Students about Formative Assessment in a Medical College in Uttar Pradesh: A Cross-sectional Study

Background: Formative assessment (FA) plays a vital role in competency-based medical education by facilitating continuous learning and feedback. The aim is to assess medical students’ perceptions of formative assessment and the quality of feedback received. Material and Methods: A cross-sectional study was conducted among Phase I and Phase II and Phase III part I MBBS students at a private medical college in Uttar Pradesh. A pre-validated questionnaire (Cronbach’s alpha = 0.82) adapted from Lim YS (2019) was used. Data were analyzed using descriptive statistics. Results: A total of 131 students participated. Majority showed positive perception in domains of congruence (85.5%), authenticity (77.99%), consultation (74.42%), and transparency (76.38%). Accommodation had comparatively lower positive perception (62.77%). 70.7% students reported overall positive perception toward FA and feedback. Conclusion: Formative assessment is well perceived by students and enhances learning; however, flexibility and student involvement need improvement.

Keywords: Formative assessment, feedback, medical education, CBME, perception.