Preclinical Medical Student Perceptions of Two Exam Feedback Approaches

Abstract

Introduction: Medical school requires students to learn abundant information in a short period of time. Feedback is a critical component of this learning process, allowing students to learn from their mistakes. At Indiana University School of Medicine (IUSM), preclinical course feedback includes post-exam reviews. The first two basic science courses, Human Structure (HS) and Molecules to Cells and Tissues (MCT), differ in post-exam review format. HS provides a delayed post-exam review and MCT provides an immediate post-exam review, leading to subjective student accounts regarding utility and preference. Objective: This study examines IUSM-Bloomington medical students’ perceptions of HS versus MCT post-exam review utility. The present research builds upon an initial study, which examined class of 2026 HS versus MCT post-exam feedback, to identify if themes persist across academic years. Methods: Five class of 2026 and six class of 2027 IUSM-Bloomington students participated in one or two focus groups, respectively, to discuss their HS and MCT post-exam feedback experiences. Thematic analysis was used to interpret the data. Results: Thematic analysis identified 16 themes and eight subthemes, each of which were categorized as ‘helpful’ or ‘unhelpful’ aspects of post-exam reviews. Helpful MCT feedback components included immediate score access, written explanations, and opportunities for metacognitive practice. HS offered benefits such as the ability to collaborate, and review with renewed focus. Students mentioned feedback could elicit positive or negative emotions, which impacted engagement. Students also described useful aspects of feedback that were lacking in the current post-exam reviews. Perceptions were largely consistent; however, differences emerged across cohorts regarding HS post-exam review convenience. Conclusions: Our study suggests that certain components of post-exam feedback are necessary for it to be valuable to students. Implementing minor changes in preclinical post-exam reviews at IUSM could provide substantial benefit to students, leading to greater feedback utilization and learning gains.