Evaluating Feedback Post-Computer-Based Assessment in Health Professions Education: A Systematic Review

Background: Computer-based assessments are common in health professions education and offer robust feedback options. The style of feedback that is best for student learning is unclear. Aim: To systematically review feedback post-computer-based assessment literature to identify key feedback strategies to optimize student learning and retention. Methods: A search of electronic library databases, a supplemental Internet source, and reference lists were completed. Inclusion criteria were any English-language sources that used feedback post-computer-based assessment. Data were analyzed qualitatively and summarized descriptively. Results: There were 134 records identified for initial relevancy through screening by title and abstract. The full texts of 41 records were retrieved and assessed further for relevance. A total of 23 records were analyzed. Three major themes were identified: Types of feedback, the timing of feedback, and student utilization. Conclusion: Feedback post-computer-based assessments are an essential part of student learning. The type and timing of feedback delivery should be considered, and student engagement with feedback