en مقالات مروری Narrative review <span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span style="border:none windowtext 1.0pt; background:white; padding:0cm"><span new="" roman="" style="font-family:" times=""><span style="color:black">Introduction:</span></span></span></b> <span style="border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Formative Assessment is integral to medical education, serving the purpose of enhancing learning efficacy, providing feedback to students and faculty, and refining teaching methodologies for student advancement and academic progression.</span></span></span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> <span style="border:none windowtext 1.0pt; background:white; padding:0cm"><span style="color:black">This study was therefore designed with the aim of investigating formative assessment and its impact on the education of students</span></span></span></span></span><span style="border:none windowtext 1.0pt; background:white; padding:0cm"><span new="" roman="" style="font-family:" times=""><span style="color:black">.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span style="border:none windowtext 1.0pt; background:white; padding:0cm"><span new="" roman="" style="font-family:" times=""><span style="color:black">Materials and Methods:</span></span></span></b> <span style="border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">This study was a scoping review are based on Arksey and O&#39;Malley&#39;s framework. Published studies from 2000 to 2024 were retrieved from Web of Science (WOS), Scopus, PubMed/Medline (NLM), and ERIC. The keywords of education, teaching, learning, medical education, Formative Assessment and their English equivalents were used.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span style="border:none windowtext 1.0pt; background:white; padding:0cm"><span new="" roman="" style="font-family:" times=""><span style="color:black">Results:</span></span></span></b> <span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">A total of 2,433 articles were initially identified, with 53 meeting the inclusion criteria. After screening, 16 key conceptual areas related to the impact of Formative Assessment in medical education were identified. These areas include web-based self-assessment, feedback, longitudinal assessment, classroom interaction, dynamic evaluation, motivation, cumulative learning impact, continuous revision, reflection, OSCE, clinical reasoning, instructor experience, and strategies for student success<span style="border:none windowtext 1.0pt; background:white; padding:0cm"><span style="color:black">.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span style="border:none windowtext 1.0pt; background:white; padding:0cm"><span new="" roman="" style="font-family:" times=""><span style="color:black">Conclusion:</span></span></span></b> <span style="border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">The findings of this review show the impact of Formative Assessment on learning, teaching and introduce some methods of Formative Assessment in medical education and the benefits of using them. By integrating these strategies into your teaching practice, you can generate a dynamic learning environment that supports ongoing student development and fosters a culture of continuous improvement.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><span style="border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span></span></span></span> Formative Assessment, Learning, Medical Education, Scoping Review 59 70 http://jbrms.medilam.ac.ir/browse.php?a_code=A-10-918-1&slc_lang=en&sid=1 Zohreh Sohrabi zo_sohrabi@yahoo.com 10031947532846007353 10031947532846007353 No Department of Medical Education, Faculty of Medicine, Vice-Director, Center for Educational Research in Medical Sciences, Iran University of Medical, Tehran, Iran. Zohreh Hosseinzadeh fifisolati85@gmail.com 10031947532846007354 10031947532846007354 No Department of Medical Education, Faculty of Medicine, Vice-Director, Center for Educational Research in Medical Sciences, Iran University of Medical, Tehran, Iran Forouzan Kavarizadeh 10031947532846007355 0000000231977805 Yes Department of Medical Education, Faculty of Medicine, Vice-Director, Center for Educational Research in Medical Sciences, Iran University of Medical, Tehran, Iran