Accepted for/Published in: JMIR Medical Education
Date Submitted: Sep 27, 2025
Date Accepted: Mar 16, 2026
“Optimizing Learning in Integrated Curriculum”: A Comparative Effectiveness of Online and Face-to-Face Formative Assessments
ABSTRACT
Background:
Background:
Assessment is an essential part of teaching and learning and a cornerstone of demonstrating the achievement of learning objectives. Within integrated curricula—where basic and clinical sciences are taught in a coordinated manner—formative assessments and timely feedback are particularly critical. Formative Assessment with feedback facilitates student learning and helps teachers to identify learning gaps and follow up the learning progress. Based on our knowledge, few literatures compare the effect of online versus onsite formative assessment on summative performance in fully integrated curriculum. Therefore, this study aimed at examining the effectiveness of online versus on-site formative assessments and feedback on summative assessment.
Objective:
Examine the effectiveness of online versus on-site formative assessments and feedback on summative assessment.
Methods:
This study employs a mixed-methods approach to delve into students' experiences with face-to-face versus online formative assessment and its effect on their summative performance in integrated MBBS program. The quantitative part of the study involved analyzing student scores of summative assessments in two groups exposed to online and onsite formative assessment and feedback. The qualitative part aimed to explore student perceptions on formative assessment and feedback.
Results:
The passing rate in summative exams (quizzes, Mid and final) was higher in the onsite group (61.2%, 51%, 62.7% respectively) compared to the online group (53.3%,48.3%, 45.7% respectively). However, the difference was statistically significant only in final exam. Four key themes were identified from the qualitative analyses regarding participants’ different experiences of formative assessment and feedback. These ranged from the accessibility of the exam format facilitates flexibility in learning; formative assessment is a means of recognizing learning opportunities; formative assessments help shift student attitudes towards learning; and the last theme is opportunities for discussion and personalized feedback.
Conclusions:
This research sheds light on the intricate interplay between assessment modalities and student learning outcomes. Through this study contributes to the ongoing discourse surrounding effective assessment practices in contemporary educational settings.
Citation
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Copyright
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