"Optimizing Learning in Integrated Curriculum"-Comparative Effectiveness of Online and Face-to-Face Formative...

Area of Science:

• Medical Education
• Educational Assessment
• Pedagogy

Background:

• Formative assessments (FAs) and feedback are crucial for student learning and identifying knowledge gaps within integrated curricula.
• Limited research compares the impact of online versus onsite FAs on summative performance in fully integrated medical programs.

Purpose of the Study:

• To evaluate the effectiveness of online versus on-site formative assessments and feedback on summative performance in an integrated medical curriculum.

Main Methods:

• An exploratory mixed-methods study involving 143 medical students at Fakeeh College for Medical Sciences.
• Students were divided into two groups: online FAs with immediate online feedback (n=92) and onsite FAs with face-to-face feedback (n=51).
• Quantitative analysis of summative assessment scores and qualitative exploration of student experiences with both assessment modalities.

Main Results:

• The onsite group demonstrated higher passing rates in quizzes, midmodule, and final summative examinations compared to the online group.
• A statistically significant difference favoring the onsite group was observed in quiz examination passing rates.
• Qualitative themes revealed that accessible examination formats enhance learning flexibility, FAs recognize learning opportunities, shift student attitudes, and facilitate personalized feedback.

Conclusions:

• Onsite formative assessments and feedback are more effective than online modalities in improving medical students' summative performance.
• The findings underscore the importance of in-person interaction for fostering student engagement, deep understanding, and better academic outcomes.
• This study contributes valuable insights into optimizing assessment strategies within contemporary medical education.