by Joanna Drowos, D.O., MPH, MBA | December 2, 2021 Article Citation: Wlodarczyk S, Muller-Juge V, Hauer KE, Tong MS, Ransohoff A, Boscardin C. Assessment to Optimize Learning Strategies: A Qualitative Study of Student and Faculty Perceptions. Teach Learn Med 2021; 33(3):245-257. DOI: 10.1080/10401334.2020.1852940 What is this article about? This study explores how students and faculty adjusted their studying and teaching strategies to align with evidence-based learning strategies in response to a change in assessment format. In 2016 a new assessment strategy utilized weekly formative quizzes to include open-ended and multiple-choice questions and summative open-ended examinations during the 18-month pre-clerkship phase. Interviews with students addressed their approach to studying and perceptions of the assessments. Interviews with faculty explored their approach to writing quizzes and rubrics, and how their teaching changed to meet the needs of the assessment strategy. In a culture of “assessment for learning” students used evidence-based study strategies focusing on conceptual learning to prepare for the application of knowledge in clinical practice, and faculty promoted positive changes in teaching and in the quality of assessments. Specifically, with the formative weekly quiz and summative examination strategy, students prioritized conceptual understanding, and simulated clinical problem solving when they felt pushed to “think like a physician”. Both students and faculty engaged in continuous improvement of studying and teaching based on regular feedback from smaller and more regular assessments, as well as those that foster creating and justifying answers. Why should you read the article? Researchers designed their assessment strategy to apply learning sciences principles including elaboration, interleaving, distributed learning and retrieval practice. This strategy encouraged students to shift away from passive study techniques, posing a potential tool to develop specific skills for future learning. Both groups identified factors that supported the use of these strategies, as well as challenges in their implementation. How can you use this article? This study supports that optimizing assessment formats facilitates desirable learning and teaching strategies. This study also outlines challenges in implementing an assessment strategy like this, and suggests options to transition resources away from less effective strategies. Review Author: Joanna Drowos DO, MPH, MBA, Associate Professor of Family Medicine, Associate Dean for Faculty Affairs. Department of Integrated Medical Science, Florida Atlantic University Charles E. Schmidt College of Medicine, Boca Raton, FL. Organization: Society of Teachers of Family MedicineAssessment to Optimize Learning Strategies