title: Formative assessment in postgraduate medical education - Perceptions of students and teachers.
abstract: BACKGROUND
  One of the most important factors of medical education that can revolutionize the learning process in postgraduate students (PGs) is assessment for learning by means of formative assessment (FA). FA is directed at steering and fostering learning of the students by providing feedback to the learner. However, though theoretically well suited to postgraduate training, evidence are emerging that engaging stakeholders in FA in daily clinical practice is quite complex.
  
  
  OBJECTIVE
  To explore perceptions of PGs and teachers (Ts) about factors that determines active engagement in FA.
  
  
  METHODS
  It was a descriptive qualitative study involving focus group discussions (FGDs) with PGs and Ts from Departments of Pediatrics and Orthopedics. FGDs data were processed through points/remarks, data reduction, data display, coding followed by theme generation for content analysis.
  
  
  RESULTS
  Four higher order themes emerged: Harsh reality of present summative assessment structure, individual perspectives on feedback, supportiveness of the learning environment, and the credibility of feedback and/or feedback giver.
  
  
  CONCLUSIONS
  Engaging in FA with a genuine impact on learning is complex and quite a challenge to both students and Ts. Increased acceptability along with the effective implementation of FA structure, individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of FA in postgraduate medical training is evaluated.
authors.affiliation: Department of Pediatrics, Dr. Rajendra Prasad Government Medical College and Hospital, Tanda, Kangra, Himachal Pradesh, India.
authors.forename: Seema
authors.initials: S
authors.lastname: Sharma
authors.affiliation: Department of Orthopedics, Dr. Rajendra Prasad Government Medical College and Hospital, Tanda, Kangra, Himachal Pradesh, India.
authors.forename: Vipin
authors.initials: V
authors.lastname: Sharma
authors.affiliation: Department of Pediatrics, Dr. Rajendra Prasad Government Medical College and Hospital, Tanda, Kangra, Himachal Pradesh, India.
authors.forename: Milap
authors.initials: M
authors.lastname: Sharma
authors.affiliation: Department of Orthopedics, Dr. Rajendra Prasad Government Medical College and Hospital, Tanda, Kangra, Himachal Pradesh, India.
authors.forename: Bhanu
authors.initials: B
authors.lastname: Awasthi
authors.affiliation: Department of Pediatrics, Dr. Rajendra Prasad Government Medical College and Hospital, Tanda, Kangra, Himachal Pradesh, India.
authors.forename: Sanjeev
authors.initials: S
authors.lastname: Chaudhary
keywords: Focus group discussion; formative assessment; students; summative assessment; teachers