IMPACT OF FORMATIVE ASSESSMENT FREQUENCY ON ACADEMIC PERFORMANCE AND STUDENT ENGAGEMENT IN UNDERGRADUATE MEDICAL EDUCATION: A COMPARATIVE CROSS-SECTIONAL STUDY

Abstract

Background: Formative assessments are integral to medical education, providing feedback and promoting active learning. The frequency of formative assessments may influence academic performance and student engagement, yet evidence in undergraduate medical education remains limited. This study aimed to evaluate the impact of formative assessment frequency on academic outcomes and engagement among medical students.

Methods: A comparative cross-sectional study was conducted among 100 undergraduate medical students from 4 medical colleges. Participants were divided into high-frequency (weekly assessments, n = 50) and low-frequency (monthly assessments, n = 50) groups. Academic performance was measured using summative examination scores, and student engagement was assessed via a validated questionnaire covering behavioral, emotional, and cognitive domains. Pearson correlation analysis examined relationships among formative assessment frequency, performance, and engagement.

Results: High-frequency students scored significantly higher on summative examinations compared to low-frequency students (82.5 ± 5.4 vs 75.9 ± 6.1; p < 0.001). Engagement scores were also higher in the high-frequency group across behavioral (4.3 ± 0.4 vs 3.8 ± 0.5), emotional (4.1 ± 0.3 vs 3.6 ± 0.4), and cognitive (4.2 ± 0.3 vs 3.7 ± 0.4) domains (p < 0.001 for all). Pearson correlation analysis revealed positive associations between formative assessment frequency and academic performance (r = 0.52, p < 0.001) as well as overall student engagement (r = 0.48, p < 0.001). Engagement and academic performance were positively correlated (r = 0.61, p < 0.001).

Conclusion: High-frequency formative assessments are associated with improved academic performance and greater student engagement in undergraduate medical education. Incorporating frequent, low-stakes formative assessments into curricula may enhance learning outcomes, foster active participation, and identify students requiring additional support. Future longitudinal studies should explore optimal assessment frequency and formats to maximize benefits.