From Assessment to Advancement: The Power of Formative Feedback in CBME
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: A BSTRACT Background: Feedback is a cornerstone of Competency-Based Medical Education (CBME), providing learners with actionable insights to bridge performance gaps. Traditional feedback in medical education was often limited to numerical scores, with minimal formative value. Aim: To evaluate the impact of structured formative feedback on undergraduate anatomy students’ performance in Objective Structured Practical Examinations (OSPEs). Materials and Methods: A quasi-experimental study was conducted among 60 first-year anatomy students at Dr. B. R. Ambedkar Medical College, Bangalore. After an osteology Small Group Teaching (SGT) session, students undertook a pre-feedback OSPE. Structured rubric-based feedback was delivered via Google Classroom. Two weeks later, a post-feedback OSPE was administered. Data were analyzed using descriptive and inferential statistics (Wilcoxon signed-rank test, Cohen’s d ). Results: Forty-three students completed both assessments. The mean OSPE score improved from 7.86 to 9.16, while the median rose from 8 to 10. The Wilcoxon signed-rank test confirmed significant improvement ( P < 0.001). Effect size (Cohen’s d = 0.8) indicated a large impact. Conclusion: Structured formative feedback significantly improved OSPE performance, underscoring its role in promoting competency acquisition in CBME.
Language: English
Field: Medicine
Domain: Health Sciences
Open Access status: gold
Estimated APC paid: $250
OpenAlex ID: W7116710062