Introduction of a formative assessment tool in a post-graduate training program in India: a mixed methods evaluation
Dublin Core
Title
Introduction of a formative assessment tool in a post-graduate training program in India: a mixed methods evaluation
Subject
Medical education & training, Accident and emergency medicine, India
Description
Background Our institution has longstanding post-graduate education and training partnership programs in
Emergency Medicine (EM) across India. A programmatic challenge has been the integration and uptake of evidence-
based medicine and lifelong learning concepts. Formative assessment (FA) is intended to enable learners to monitor
learning, identify strengths and weaknesses, and target areas of growth. As part of a program improvement initiative,
we introduced an online FA tool to existing summative assessments. This study investigates how the FA tool was used
and perceived by trainees.
Methods 246 trainees across 19 sites were given access to the FA tool. Usage metrics were monitored over
12 months. Semi-structured interviews were conducted in person with trainees using a purposive sampling
methodology. A hybrid thematic analysis approach was used to determine themes. Interviews were coded
independently by two blinded researchers using NVivo software. The study was deemed exempt by our institutional
review board.
Results There was high variability in trainees’ utilization of the FA tool. Trainees who used the FA tool more performed
better on summative exams (r=0.35, p<0.001). Qualitative analysis revealed that trainees were motivated to learn for
improved clinical knowledge and to be a good physician, not only passing exams. Benefits of the tool included the
relationship to clinical practice and thorough explanation of answers, while disadvantages included topics unrelated
to India.
Conclusion The integration of a FA tool has provided positive outcomes for trainees in EM education programs in
India. Lessons learned may apply globally to other contexts and programs.
Keywords Medical education & training, Accident and emergency medicine, India
Emergency Medicine (EM) across India. A programmatic challenge has been the integration and uptake of evidence-
based medicine and lifelong learning concepts. Formative assessment (FA) is intended to enable learners to monitor
learning, identify strengths and weaknesses, and target areas of growth. As part of a program improvement initiative,
we introduced an online FA tool to existing summative assessments. This study investigates how the FA tool was used
and perceived by trainees.
Methods 246 trainees across 19 sites were given access to the FA tool. Usage metrics were monitored over
12 months. Semi-structured interviews were conducted in person with trainees using a purposive sampling
methodology. A hybrid thematic analysis approach was used to determine themes. Interviews were coded
independently by two blinded researchers using NVivo software. The study was deemed exempt by our institutional
review board.
Results There was high variability in trainees’ utilization of the FA tool. Trainees who used the FA tool more performed
better on summative exams (r=0.35, p<0.001). Qualitative analysis revealed that trainees were motivated to learn for
improved clinical knowledge and to be a good physician, not only passing exams. Benefits of the tool included the
relationship to clinical practice and thorough explanation of answers, while disadvantages included topics unrelated
to India.
Conclusion The integration of a FA tool has provided positive outcomes for trainees in EM education programs in
India. Lessons learned may apply globally to other contexts and programs.
Keywords Medical education & training, Accident and emergency medicine, India
Creator
Katherine Douglass1*, Tania Ahluwalia2
, Brianna McKiernan3
, Heena Patel3
, Natasha Powell1
, Jacob Keller1
and
Serkan Toy4
, Brianna McKiernan3
, Heena Patel3
, Natasha Powell1
, Jacob Keller1
and
Serkan Toy4
Source
https://doi.org/10.1186/s12245-024-00604-6
Date
2024
Contributor
Peri Irawan
Format
pdf
Language
english
Type
text
Files
Collection
Citation
Katherine Douglass1*, Tania Ahluwalia2
, Brianna McKiernan3
, Heena Patel3
, Natasha Powell1
, Jacob Keller1
and
Serkan Toy4, “Introduction of a formative assessment tool in a post-graduate training program in India: a mixed methods evaluation,” Repository Horizon University Indonesia, accessed April 11, 2026, https://repository.horizon.ac.id/items/show/12295.