ArticleFrontiers in medicine2026
Longitudinal formative assessment reforms in manual therapy education: impacts on psychological wellbeing and course satisfaction.
Article in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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15 authors.
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Abstract
Background: Traditional assessment (TA) model in medical education, especially in practice-intensive disciplines such as manual therapy, frequently intensify student stress and neglect psychological wellbeing, underscoring the necessity for creative evaluation strategies. Formative assessment (FA) provides a process-oriented methodology, although its psychological advantages are still insufficiently examined. The study aimed to investigate synergistic effects of FA on students' psychological wellbeing, academic performance, and learning experience in manual therapy courses. Methods: This study included a total of 88 third-year physical therapy (PT) students. Groups B, C, and D constituted the prospective arms, while group A served as a historical control. Using standardized instruments (PHQ-9, GAD-7, CEQ), we assessed the impact of FA on psychological wellbeing, academic performance, and course satisfaction in comparison to TA across four groups. FA encompassed high-frequency, low-stakes tests and clinically focused evaluation criteria, characterized by variations in time and complexity. Results: FA significantly decreased anxiety socres ( Conclusion: FA facilitated the establishment of supportive, process-oriented learning environments in manual therapy education, correlating with reduced anxiety and improved course satisfaction while mitigating the limits of TA. The convergence of strategic task design and psychological support appears essential for maximizing the potential benefits of FA.
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