Student-Facing Post-Exam Reviews in Medical Education: Multi-institutional Perspectives

The literature identifies positive and negative aspects of the student-facing post-exam review process. The purpose of this research was to explore how medical schools support students in reviewing pre-clinical exams, including feedback mechanisms, encouragement of peer discussion, and formal appeal procedures. The survey also investigated the core goals of the review process.

Inclusion criteria included faculty, staff, and administrators employed at a medical school and involved in assessment activities. The survey included questions related to post-exam access, appeals, and reflection. Quantitative data were summarized using descriptive statistics. Qualitative responses were thematically analyzed.

The dataset primarily included U.S. institutions (83%). The survey indicated that exam reviews were offered primarily to promote learning and provide feedback. Transparency and improvements for future assessments were also considered important. Appeals were permitted in 85% of institutions. Concerns included the high volume of appeals and concerns about the professionalism of their tone. Despite these issues, the process had several effective elements, including transparency, opportunities to improve exam questions through feedback, and valuable learning experiences for students. Suggested improvements focused on leveraging technology to make the process more efficient and effective.

Clearly communicating expectations for the post-exam review sessions, the appeals process, and appropriate conduct during these sessions is essential. Providing professionalism training on academic integrity and proper student behavior during review sessions may be advantageous. Additionally, moving the process online with digital tools could help reduce logistical challenges.