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RMJ. 2026; 51(3): 842-846


Enhancing formative assessment outputs in undergraduate medical students through the use of ‘Socrative’

Ruqayya Adil, Mariam Aftab, Saira Fayyaz, Sarah Amin, Adil Qayyum, Fatimah Adil.


Abstract
Objective: The use of Socrative as an online formative assessment tool to improve student performance in undergraduate medical education, as compared to written assessments, while also studying the effect of the size of the group.
Methodology: The study included 100 final-year MBBS students who took part as a large group and were then followed by the same set of students in 10 sub-groups of 10 students each. Following lectures, students were evaluated using both traditional written exams and Socrative-based quizzes.
Results: Both small and large groups showed good results (p<0.001). But pupils' performance on Socrative tests improved dramatically, with the small groups demonstrating greater improvement. Survey responses showed over 70% of students recommended Socrative as a fun and useful learning tool that improved motivation and class engagement. However, around 10% of students were still hesitant to replace conventional paper-based tests completely and did not recommend it.
Conclusion: When applied in small groups, Socrative can be a useful tool for formative evaluation in medical education, enhancing student performance and engagement. In order to maximize learning and teaching outcomes, the study recommends more research into technology-based assessments in additional medical specialties.

Key words: Socrative, online systems, learning, medical, education, formative, assessments, undergraduate.


 
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How to Cite this Article
Pubmed Style

Adil R, Aftab M, Fayyaz S, Amin S, Qayyum A, Adil F. Enhancing formative assessment outputs in undergraduate medical students through the use of ‘Socrative’. RMJ. 2026; 51(3): 842-846.

Web Style

Adil R, Aftab M, Fayyaz S, Amin S, Qayyum A, Adil F. Enhancing formative assessment outputs in undergraduate medical students through the use of ‘Socrative’. https://www.rmj.org.pk/?mno=241616 [Access: August 19, 2026].

AMA (American Medical Association) Style

Adil R, Aftab M, Fayyaz S, Amin S, Qayyum A, Adil F. Enhancing formative assessment outputs in undergraduate medical students through the use of ‘Socrative’. RMJ. 2026; 51(3): 842-846.


Vancouver/ICMJE Style

Adil R, Aftab M, Fayyaz S, Amin S, Qayyum A, Adil F. Enhancing formative assessment outputs in undergraduate medical students through the use of ‘Socrative’. RMJ. (2026), [cited August 19, 2026]; 51(3): 842-846.


Harvard Style

Adil, R., Aftab, . M., Fayyaz, . S., Amin, . S., Qayyum, . A. & Adil, . F. (2026) Enhancing formative assessment outputs in undergraduate medical students through the use of ‘Socrative’. RMJ, 51 (3), 842-846.


Turabian Style

Adil, Ruqayya, Mariam Aftab, Saira Fayyaz, Sarah Amin, Adil Qayyum, and Fatimah Adil. 2026. Enhancing formative assessment outputs in undergraduate medical students through the use of ‘Socrative’. Rawal Medical Journal, 51 (3), 842-846.


Chicago Style

Adil, Ruqayya, Mariam Aftab, Saira Fayyaz, Sarah Amin, Adil Qayyum, and Fatimah Adil. "Enhancing formative assessment outputs in undergraduate medical students through the use of ‘Socrative’." Rawal Medical Journal 51 (2026), 842-846.


MLA (The Modern Language Association) Style

Adil, Ruqayya, Mariam Aftab, Saira Fayyaz, Sarah Amin, Adil Qayyum, and Fatimah Adil. "Enhancing formative assessment outputs in undergraduate medical students through the use of ‘Socrative’." Rawal Medical Journal 51.3 (2026), 842-846. Print.


APA (American Psychological Association) Style

Adil, R., Aftab, . M., Fayyaz, . S., Amin, . S., Qayyum, . A. & Adil, . F. (2026) Enhancing formative assessment outputs in undergraduate medical students through the use of ‘Socrative’. Rawal Medical Journal, 51 (3), 842-846.


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