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Proctored Formative Assessment Improves Medical Student Performance on Future Summative Assessments
Although evidence that supports the utility of formative exams in undergraduate medical education is well-documented in literature, there is very limited data on potential impact of the setting in which formative assessments are administered. This study examines whether administering multiple choice question (MCQ)-based formative assessments in a proctored versus non-proctored setting influences student performance on eventual summative assessment. Throughout seven weeks of the first blockdoi:10.25417/uic.17026016 fatcat:myfyhfmm3ja3rawsq4aesie7we