Assessment methods - How do medical students perceive it? - A cross-sectional study in South India

Background: In medical education, assessment is an essential component because of its implications on the students, teachers, communities, and the whole world; also after graduation from their medical schools. \r\n\r\nAims and Objectives: This study aims to determine the perception of medical students about assessment methods used in the medicine curriculum in a university in South India. \r\n\r\nMaterials and Methods: We conducted a cross-sectional study in a tertiary care hospital in Pondicherry between October and November 2017. Based on universal sampling, 210 medical students were selected for the study. After obtaining written informed consent, structured interview schedule was administered. Perception of medical students about formative and summative assessment was inquired. \r\n\r\nResults: Among the 210 students studied, the mean age was 19 years, most of them were from city as hometown. In assessment methods (preference scoring from 1 to 10), problem-based learning scored maximum (mean score of 7.5 ± 2.5) followed by multiple-choice questions and open book tests. Least preferred was log book (5.70 ± 2.5) and short essay type. Females preferred formative assessment method more than males, with a statistically significant difference (χ2 = 6.43, P \u003c 0.05). Most of them (63%) think that it is not appropriate to assess a student (give pass/fail/judgment) based on his/her performance on 1 day. They also perceive that the internal assessment should be conducted once in every month. \r\n\r\nConclusion: Formative assessment methods are mostly preferred by the students. Improvement in assessment planning is the need of the hour which should be designed prospectively and innovatively. Assessment cell/unit in medical universities will be of much help.