Student-Centered Assessment: The Impact of Learner Involvement on Educational Outcomes:

Prabha Sinha; Shabnum Sibtain; Tanzeela Mariam Shuja; Aaleen Azeez

doi:10.29054/apmc/2025.1532

Prabha Sinha Professor, Department of Obstetrics and Gynecology, Oman Medical College, Sohar Oman
Shabnum Sibtain Associate Professor, Department of Obstetrics & Gynecology, Azra Naheed Medical College, Superior University, Lahore Pakistan
Tanzeela Mariam Shuja College of Medicine, National University of Science and Technology, P.O. 391, P.C. 321, Sohar Sultanate of Oman
Aaleen Azeez Medical Student, Azra Naheed Medical College, Superior University of Lahore, Lahore Pakistan

DOI: https://doi.org/10.29054/apmc/2025.1532

Keywords: Student Centred Learning, Assessment, Medical education, Autonomy, Bloom’s taxonomy

Abstract

Background: In recent years, there has been a growing recognition of the importance of Student-Centered Learning (SCL) approaches in education. Traditional assessment methods, often designed and implemented solely by educators, may not fully capture the diverse learning styles, strengths, and needs of students. Objective: This study aimed to develop a student-centered learning approach that prioritizes learners' needs, abilities, interests, and learning styles, with teachers serving as facilitators to enhance overall student learning. Study Design: Cross-sectional descriptive study. Settings: The study was conducted at the National University of Science and Technology, Suhar Campus, Oman, within the Department of Obstetrics and Gynecology. Duration: Data was collected for four months, from October 2019 to January 2020. Methods: Fifty final-year medical students were involved in the study. They were divided into three groups, A, B, and C, and were given autonomy to be innovative in constructing MCQs and OSCEs based on subject relevance and coming up with answers based on evidence researched by themselves. Their perception of the learning tool was assessed using a feedback questionnaire. Results: The results of the feedback demonstrated a positive outlook toward a student-centred curriculum. 76% of students felt empowered by their assessment and learning. Around 60% of students considered it an effective tool for adult learning as it made them more inquisitive and enhanced their problem-solving skills. The major barrier to this study was time constraints. Conclusion: A shift to SCL may be the future of medical education.