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

Objectives:

To devise a method of learning that enhances deep learning by retaining knowledge, encouraging team building, increasing accountability of what students learn, and acquiring skills to assess their peers.

Methods:

50 final-year MD students were involved in the study, conducted over four months between October 2019 and January 2020. They were divided into three groups A, B, and C, and were given the autonomy to be innovative in constructing MCQs and OSCEs based on subject relevance and coming up with answers based on their extensive research. Their perception of the learning tool was assessed using a feedback questionnaire.

Results:

Results of the feedback demonstrated a positive outlook towards a student-centred curriculum. 76% of students felt empowered by their assessment and learning. Around 60% of students considered it to be 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.

Conclusions:

A shift to student-centred learning may be the future of medical education.