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Objectives: The COVID-19 pandemic has greatly impacted health and care workers (HCW) globally, whom are considered at greater risk of infection and death. This study aims to document emerging evidence on disease prevalence, clinical outcomes, and vaccination rates of HCWs.Methods: Three databases were surveyed resulting on 108 final articles between July–December 2020 (period 1) and January–June 2021 (period 2).Results: Amongst the overall 980,000 HCWs identified, in period 1, the estimates were 6.1% (95% CI, 4.1–8.8) for the PCR positivity rate. Regarding outcomes, the hospitalization prevalence was 1.6% (95% CI, 0.7–3.9), and mortality rate of 0.3% (95% CI, 0.1–0.8). In period 2, the PCR positivity rate was 8.1% (95% CI, 4.6–13.8). Analysis of outcomes revealed a hospitalization rate of 0.7% (95% CI 0.3–1.8), and average mortality rate of 0.3% (95% CI 0.1–0.9). Our analysis indicated a HCW vaccination rate of 59.0% (95% CI, 39.4–76.1).Conclusion: Studies from the latter half of 2020 to the first half of 2021 showed a slight increasing trend in PCR positivity among HCW, along with improved clinical outcomes in the 1-year period of exposure. These results correlate well with the improving uptake of COVID-19 vaccination globally.

Background In competency-based medical education (CBME), “Assessment for learning” or “Formative Assessment” (FA) plays a key role in augmenting student learning. FAs help students to measure their progress over time, enabling them to proactively improve their performance in summative assessments. FAs also encourage students to learn in a way where they address their knowledge gaps and gaps in their conceptualization of the subject matter. The effectiveness of an FA, as a learning and development instrument, relies on the degree of student involvement in the corresponding educational intervention’s design and implementation. The extent of students’ engagement in FA can be evaluated by appraising their perception regarding the educational intervention itself. Objective This proof-of-concept study aims to develop a systemic understanding of a Formative Assessment as an Instructional Tool (FAIS) implemented in a biochemistry course in the Basic Medical Sciences component of an undergraduate entry, CBME. Methods The educational intervention in question is an FAIS, which is implemented in a biochemistry course in the first semester of a 6-year bachelor of medicine, bachelor of surgery program. When developing the FAIS, each area of knowledge, skills, and attitudes were considered. Assessment formats are developed per Miller’s learning pyramid. This multiphase study is meant to rely on a convergent mixed methods design, where qualitative and quantitative data are independently collected and analyzed. Thereafter, the outputs of analyses are systematically merged using joint display analysis process. Qualitative data are collected through a focus group session that captures the students’ perception toward the FAIS. Data collection, integral to this focus group session, is exploratory. The inductive qualitative data analysis follows Braun and Clarke’s 6-step framework. The quantitative component of this study revolves around investigating the effect of the FAIS on the course’s summative assessment. The summative assessment performance of the 71 students, enrolled in the FAIS cohort, will be compared to that of the students in the non-FAIS cohort. The total duration of the proposed multiphase research study is 6 months. Results This proposed multiphase study is expected to showcase, from a systemic perspective, the effectiveness of the respective educational intervention. It will shed light on the participating students’ attitudes in relation to the usefulness of FA in achieving competency goals and in fostering self-directed learning. The proposed study could also uncover the hypothesized association between the FA intervention and enhanced performance in summative assessments. Conclusions Our findings will generate evidence regarding the application of FAs, which can be leveraged by other medical educators in contexts similar to those under investigation. International Registered Report Identifier (IRRID) DERR1-10.2196/41626

BACKGROUND In competency-based medical education (CBME) “Assessment for learning” or “Formative Assessment (FA)” has a key role to play in augmenting student learning. FAs measure students’ progress over time, assisting them to improve their performance in summative assessment. They also encourage students to learn in a way to address their gaps in knowledge and conceptualization. However, effectiveness of FAs as a training instrument relies on the degree of student involvement in their design and implementation, which can be effectively evaluated by appraising their perception with regards to FA implemented in the medical program. OBJECTIVE The key objective of this proof-of-concept research study is to evaluate students’ perception regarding a Formative Assessment as an InStructional Tool (FAIS) implemented in the Biochemistry course in the Basic Sciences component of an undergraduate entry Competency-Based Medical Curriculum (CBMC). In addition, this study aims to evaluate the impact of the FAIS on the overall student’s performance in the summative assessment. METHODS FAIS will be implemented in the phase- 1/semester-1 course of Biochemistry. When developing FAIS each area of knowledge, skills, and attitudes will be considered. Assessment formats will be developed based on the understanding of Miller’s learning pyramid. The “student knows” and “student knows how” will be assessed by Multiple Choice Questions (MCQs), and long-cases. “Student shows” will be assessed by lab examinations and Objective Structured Practical Exam (OSPE). “Student does” will assess the students’ competences of analysis of biochemical data. The assessments used to assess “student knows”, “student knows how”, and “student shows” will be standardized assessments. “Student does” level assessments will be unstandardized assessments. Focus group sessions will assess students’ perception towards FAIS. Data collection, integral to the focus group sessions, will be exploratory. The inductive qualitative data analysis will follow the Braun and Clarke’s six-step framework. To evaluate the effect of FAIS on summative assessment, the performance of the 71 students in the cohort in the summative assessment exposed to FAIS will be compared to a cohort, which was not exposed to FAIS. Analysis of Variance (ANOVA) will be performed on all student scores for both the cohorts in their summative assessments. A P-value of 0.05 will be used as a level of significance. RESULTS This study is at the protocol development stage, and as such, no results are available. The total duration of the proposed research is 6 months. CONCLUSIONS This study will evaluate if majority of medical students appreciate the use of formative assessments to achieve competency goals, specifically self-directed learning skills. An added outcome will be if formative assessment intervention is associated with better performance in summative assessments.

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