Date of Award


Document Type


Degree Name

Doctor of Philosophy (Ph.D.)

School Name

College of Health Professions


Health Professions

Major Advisor

Barbara Jackson

Second Advisor

Megan Danzl

Third Advisor

Jason Pitt


Background: Computer-based assessments are common in health professions education and offer robust feedback options. The style of feedback that is best for student learning is unclear.

Aim: To systematically review feedback post-computer-based assessment literature to identify key feedback strategies to optimize student learning and retention.

Methods: A search of electronic library databases, a supplemental Internet source, and reference lists were completed. Inclusion criteria were any English-language sources that used feedback post-computer-based assessment. Data were analyzed qualitatively and summarized descriptively.

Results: There were 134 records identified for initial relevancy through screening by title and abstract. The full texts of 41 records were retrieved and assessed further for relevance. A total of 23 records were analyzed. Three major themes were identified: Types of feedback, the timing of feedback, and student utilization.

Conclusion: Feedback post-computer-based assessments are an essential part of student learning. The type and timing of feedback delivery should be considered, and student engagement with feedback.