Incorporating Formative Assessments Into the Preclerkship Lecture
Although most formal studies evaluating formative assessments are subject to methodological recrimination, education literature as a whole continues to showcase improved outcomes, particularly in concept understanding, application, and retention.1 Moreover, formative assessments can direct educators toward struggling individuals or reveal classwide misconceptions, and we informally find formative assessments highly favored among learners. Crucial for the preclerkship student, the provision of abundant, personalized, and real-time feedback encourages greater meta-awareness for more potent study. By varying context and presentation medium, formative assessments can also promote content mastery over apparent familiarity attained from rote rehearsal of lecture materials.
We reason that greater incorporation of formative assessments would provide improved scaffolding for preclerkship learning while still preserving conventional curricular architecture, easing the onus on faculty to engineer improvements. To counter student apprehension and accentuate learner benefit, these assessments could be graded with minimal weight or for completion. Ultimately, we call for increased integration of platforms in the lecture regime that support the continued development of problem-solving ability. By such inclusions, we believe that medical educators will be better equipped to instruct preclerkship students in large settings and consequently elevate testing outcomes, clerkship readiness, and the learner.