Formative assessment in medical education using active learning methodologies: impacts on self-regulated learning
DOI:
https://doi.org/10.34117/bjdv11n12-062Keywords:
formative assessment, active learning, self-regulated learning, medical education, feedback, OSCE, team-based learningAbstract
Background: Medical education has shifted from teacher-centered instruction to learner-centered approaches that emphasize participation, collaboration, and reflection. Within this context, formative assessment, focused on continuous feedback and learning progression, has been proposed as a key driver of self-regulated learning (SRL), an essential competency for medical training. Objective: To synthesize evidence on how formative assessment practices embedded in active learning methodologies influence SRL among medical students. Methods: An Integrative Literature Review (ILR) was conducted using the PICo framework. Searches in PubMed, Web of Science, Scopus, ScienceDirect, and SciELO (2015–2025) used controlled descriptors (DeCS/MeSH). Eligible studies were original full-text articles in English, Portuguese, or Spanish addressing formative assessment within active learning and its effects on SRL. The review followed PRISMA procedures, and study designs were classified using the Joanna Briggs Institute hierarchy. Results: Twelve studies met inclusion criteria, comprising qualitative, quasi-experimental, mixed-methods, and instrument-development designs. Across problem-based, team-based, simulation-based education and OSCE contexts, formative strategies such as structured feedback, self-assessment, peer assessment, portfolios, and rubric-guided evaluation were linked to improvements in goal setting, metacognitive monitoring, reflective practice, autonomy, and feedback literacy. Common limitations included small samples, varied formative practices, and limited longitudinal evidence. Conclusion: Formative assessment integrated into active learning enhances SRL by promoting metacognition, autonomy, and continuous improvement. Programs should prioritize dialogic and timely feedback and adopt reflective tools to scaffold self-monitoring. Further longitudinal research, particularly in clinical settings, is needed to consolidate evidence on sustained SRL development.
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