Introducing Case-Based Discussion as a Formative Assessment Tool in the Postgraduate Curriculum: An Education Intervention Study
Nitin Sinha, Piyush Jain, Tania Moudgil, Chetna DesaiAbstract
Background:
Formative assessment (FA) is central to postgraduate teaching to help students attain competencies. Case-Based Discussion (CbD) is a validated workplace-based FA tool that facilitates structured assessment and feedback but remains underutilized in postgraduate teaching.
Materials and Methods:
Ten 2 nd -year postgraduates and nine faculty members participated in this education intervention study that was conducted in the Department of Medicine of a medical college between August 2023 and February 2024. CbDs were conducted using the Royal Australasian College of Physicians CbD Rating Form. Faculty and student perceptions were collected using validated questionnaires comprising Likert-scale and open-ended items. Data were analyzed descriptively.
Results:
A total of 22 CbDs were conducted. The mean duration of a CbD was 35 ± 3.1 min, with an average feedback time of 10.1 ± 1.1 min. Both faculty and students perceived CbD as an effective tool for workplace-based assessment, particularly for evaluating analytical thinking, record-keeping, and identification of learning gaps. Time constraints, need for faculty training, and logistical challenges were identified as barriers.
Conclusions:
CbD is a feasible and acceptable FA tool in postgraduate medical education.