A Novel, Mutually Beneficial Student-Faculty Partnership to Develop Real-Time Formative Assessments Aligning With the...

A shortage of curriculum-aligned formative multiple-choice questions (FMCQs) remains despite their known learning benefits in preclinical medical education due to limitations on teaching faculty time and other reasons. In response, students often use extramural resources such as commercial or collaborative question banks; however, these options are often expensive and cannot be aligned with the content of each school's unique curriculum. In addition, students need feedback on their learning in a manner that parallels the format of summative assessments. In this pilot, the authors aimed to enhance student learning by creating an intramural formative practice resource that was developed as the curriculum unfolded under the direction of the faculty leading the concurrently running curricular units.

The authors developed a workflow known as Professor-Reviewed Exam Practice (PREP) in 2023. PREP partnered with preclinical medical students and faculty to create vignette-style, single-best-response FMCQs with feedback for every lecture and self-guided learning module in multiple preclinical blocks of The Ohio State University College of Medicine undergraduate medical curriculum.

PREP established a sustainable, student-led, faculty-guided workflow that created high-quality, curriculum-aligned FMCQs for student use in the preclinical medical curriculum over a 14-month period. Usage rates were high across multiple preclinical blocks, reflecting high student demand for FMCQs of this nature and their value as a study aid. Survey data showed faculty agreed that their time commitment and role in the PREP workflow was appropriate.

Future work will evaluate the benefits of PREP to students by exploring the potential impact of PREP FMCQs on summative assessment performance and if writing FMCQs confers benefits to PREP team members. Faculty survey indicated that performance data from PREP FMCQs could be used to tailor upcoming teaching and learning methods, which is an area for future inquiry.