Creating an academic safety net for newly inducted undergraduate medical students using formative assessments and feedback
Document Type
Book Chapter
Edition
1st Edition
ISBN
9781040330838
Editor
Sam Elkington & Alastair Irons
Publication (Name of Journal)
Formative Assessment and Feedback in Post-Digital Learning Environments: Disciplinary Case Studies in Higher Education
Department
Biological and Biomedical Sciences; Family Medicine; Surgery; Pathology and Laboratory Medicine
Abstract
Amidst the COVID-19 pandemic, a 15-week foundational module was introduced in the first year of a five-year undergraduate medical program at a medical college in Karachi, Pakistan. The module was designed to strengthen the basic science curriculum and comprised individual courses on human body systems, molecular biology, pharmacology, and public health. The module’s case study focuses on the successful implementation of formative assessment and feedback in a digital environment. It outlines various formative assessment methods employed to ensure students’ readiness for subsequent modules. Selection of appropriate and valid multimodal formative assessment strategies was guided by best practices to ensure alignment with course objectives. Platforms like Kahoot, Mentimeter, Padlet, and H5P were utilized alongside a virtual learning environment for formative quizzes. Additional formative strategies encompassed Pecha Kucha presentations, assignments, debates, and a mid-module written exam. Through regular evaluation of these formative assessments, all students received feedback on their performance. Those encountering academic challenges were supported by course leads, faculty, and teaching associates for remediation. Thorough documentation of academic counselling and consistent follow-up facilitated early identification and monitoring of students requiring assistance. The meticulous planning and execution of formative assessments and feedback resulted in improved student performance during the module’s final summative assessment.
Recommended Citation
Fatima, S. S.,
Idress, R.,
Hashmi, S.,
Sabzwari, S.,
Khan, S.,
Jabeen, K.,
Ghias, K.
(2025). Creating an academic safety net for newly inducted undergraduate medical students using formative assessments and feedback. Formative Assessment and Feedback in Post-Digital Learning Environments: Disciplinary Case Studies in Higher Education, 127-134.
Available at:
https://ecommons.aku.edu/book_chapters/673