J Coll Physicians Surg Pak. 2025 Sep;35(9):1180-1184. doi: 10.29271/jcpsp.2025.09.1180.
ABSTRACT
OBJECTIVE: To explore the challenges and opportunities associated with the implementation of formative assessment (FA) practices in medical colleges of Peshawar.
STUDY DESIGN: A cross-sectional study. Place and Duration of the Study: Four Medical colleges, two private (Rehman Medical College, Northwest School of Medicine) and two public (Khyber Medical College, Khyber Girls Medical College), in Peshawar, Pakistan, from November 2023 to April 2024.
METHODOLOGY: This study used a validated questionnaire to gather quantitative information about the challenges teachers face and the present use of formative assessment in the medical college. The sample included four medical colleges, two private and two public sectors, with a total sample size of 258 medical teachers. The data collected were analysed employing descriptive statistics, including frequencies and percentages, which were used to summarise the demographic characteristics and responses to the questionnaire items.
RESULTS: The quantitative study revealed that 88.4% (n = 228) of the medical teachers believed that they understood the concept of FA. Similarly, 86% (n = 222) felt they clearly understood the distinction between formative and summative assessments. Additionally, 81.4% (n = 210) considered feedback to be a crucial component of FA. In contrast, 62% (n = 160) believed that FA to be an approach primarily used for grading and certification. Only one-third of participants frequently conducted FA and provided feedback to students, whereas almost half stated they did so only occasionally. About the adding of FA scores in final course, semester, or overall grade, over half of the participants reported doing it occasionally, while 28.8% (n = 74) of participants revealed doing it routinely.
CONCLUSION: Despite most of the participants expressing confidence in their understanding of FA, a discrepancy was identified between teachers’ perceived understanding and their actual practice of FA. Although many participants acknowledged the significance of FA, the low proportion of teachers who practise it regularly raises concerns about the implementation of this valuable tool in medical education.
KEY WORDS: Formative assessment, Medical colleges, Challenges, Peshawar, Practice, Teacher.
PMID:40948167 | DOI:10.29271/jcpsp.2025.09.1180
