Perception and feedback of Medical Students about Formative Assessment of Self-directed learning skill in a Medical College in North India

Background: Competency-Based Medical Education (CBME), introduced by the National Medical Commission (NMC) in 2019, emphasizes formative and summative assessments to promote competency development among medical graduates. This study aimed to evaluate medical students’ perceptions and feedback regarding formative assessment of SDL. The aim and objective is to assess the perceptions and feedback of undergraduate medical students regarding formative assessment of self-directed learning in a medical college in North India. Material and Methods: A cross-sectional study was conducted among 131 MBBS students from different phases of training after obtaining ethical clearance. Data were collected using a structured questionnaire based on a five-point Likert scale. The questionnaire included demographic details and items related to formative assessment and self-directed learning. Responses ranged from strongly agree (5) to strongly disagree (1). Data were analyzed using descriptive statistics, including mean and median values, with IBM SPSS version 22.0. Results: Of the 131 participants, about 79% of students agreed that formative assessment questions reflected the skills developed during PEARLS sessions. Nearly 73% reported that formative assessments evaluated their ability to apply knowledge to real-life situations, while 79% believed that formative assessments improved their learning and academic performance. Conclusion: Formative assessment was perceived positively by students as an effective strategy for promoting self-directed learning, application of knowledge, and academic improvement.

Keywords: Self-directed learning; Formative assessment; Competency-Based Medical Education; Medical students; Feedback; Undergraduate medical education; Learning outcomes; Student perception.