Haniye Mastour - Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
Saeed Eslami Hasan Abadi - Department of Medical Informatics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Mohammad Reza Nili - Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
Ali Delavar - Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran

Background and Objectives: The aim of this study was to investigate the effect of real-time electronic formative assessment-based medical education on learners’ motivational beliefs and self-regulation strategies. Methods: This randomized clinical trial was conducted on 323 students studying at the Medical School of Mashhad University of Medical Sciences, Mashhad, Iran, during the first semester of the academic year of 2017-2018 using a posttest control group design. The investigation of motivational beliefs and self-regulation strategies was accomplished using the Motivated Strategies for Learning Questionnaire. The research hypotheses were studied by means of independent t-test and multivariate analysis of variance. Results: According to the results, there was a significant difference between the control and intervention groups in terms of motivational strategy subscales, namely self-efficacy, intrinsic value, test anxiety, and self-regulation (P0.05). Conclusion: As the findings indicated, the use of real-time electronic formative assessment in the educational environment can enhance students’ motivational beliefs and self-regulation strategies in medical education.  

Formative Assessment, Electronic Assessment, Real-Time Electronic Formative Assessment, Motivated Strategies for Learning, Medical education