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From Assessment to Advancement: The Power of Formative Feedback in CBME

Kavya¹, Ramesh Bindinganabile RangaIyengar¹, Geetha Saraswathy Pitchandy¹

¹Department of Anatomy, Dr. B. R. Ambedkar Medical College, Bangalore, Karnataka, India.

Journal of Pharmacy & Bioallied Sciences

|January 12, 2026

Abstract

Background:

Feedback is a cornerstone of Competency-Based Medical Education (CBME), providing learners with actionable insights to bridge performance gaps. Traditional feedback in medical education was often limited to numerical scores, with minimal formative value.

Aim:

To evaluate the impact of structured formative feedback on undergraduate anatomy students' performance in Objective Structured Practical Examinations (OSPEs).

Materials And Methods:

A quasi-experimental study was conducted among 60 first-year anatomy students at Dr. B. R. Ambedkar Medical College, Bangalore. After an osteology Small Group Teaching (SGT) session, students undertook a pre-feedback OSPE. Structured rubric-based feedback was delivered via Google Classroom. Two weeks later, a post-feedback OSPE was administered. Data were analyzed using descriptive and inferential statistics (Wilcoxon signed-rank test, Cohen's d).

Results:

Forty-three students completed both assessments. The mean OSPE score improved from 7.86 to 9.16, while the median rose from 8 to 10. The Wilcoxon signed-rank test confirmed significant improvement (P < 0.001). Effect size (Cohen's d = 0.8) indicated a large impact.

Conclusion:

Structured formative feedback significantly improved OSPE performance, underscoring its role in promoting competency acquisition in CBME.

Keywords:

CBME OSPE feedback formative assessment medical education

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