Perceptions of First-Year Medical Students Toward Online Assessment of Complex Medical Terminology: A Case Study of FlexiQuiz as an Educational Tool

Abstract

The present study examined how first-year medical students perceived FlexiQuiz after using it to assess their acquisition of complex medical terminology. Participants were drawn from five universities in the Middle East. More specifically, the study explored the online tool’s perceived impact on their learning in terms of user-friendliness, assistance with learning vocabulary, quality of feedback, and performance on tests. Data were collected through a survey and semi-structured interviews. According to the survey, participants reported a high rate of satisfaction with the tool, especially regarding its accessibility and the effect on their vocabulary. A majority from each university reportedly preferred online over normal written tests, because online assessment was more convenient and flexible and less stressful. They also approved of how the tool was user-friendly and relevant to their coursework. Some participants, however, gave opinions that were more mixed. The findings indicated that FlexiQuiz was perceived to make participants more confident about their medical knowledge, offering an excellent alternative to other forms of assessment. Based on the results, online tools could be used to increase active learning, performance, and engagement among medical students. Future studies could look for additional ways to increase content alignment and employ adaptive features to improve FlexiQuiz and similar tools.