Utilization of continuous assessment among tutors in health training institutions: influence of tutor-related and institutional factors at UIAHMS-Mulago

Abstract

Continuous Assessment (CA) is a cornerstone of modern health education, promoting critical thinking, formative feedback, and active learning. This study investigated the extent and effectiveness of CA implementation at the Uganda Institute of Allied Health and Management Sciences (UIAHMS)–Mulago, with emphasis on tutor-related and institutional factors. A descriptive cross-sectional design was employed, targeting 62 tutors selected through stratified random sampling. Data were collected using structured questionnaires and analyzed using descriptive and inferential statistics. The study examined CA techniques used, tutor preparedness, institutional support, and implementation challenges. Findings revealed that while all tutors (100%) utilized some form of CA—primarily assignments, practical demonstrations, and group work—methods such as peer assessment, case studies, and student-led research were significantly underutilized. Although 79% of tutors had received formal training in CA, only 11.3% conducted assessments on a weekly basis, highlighting inconsistencies in CA continuity. Major challenges included large class sizes, limited time, and ambiguous institutional guidelines. While 79% acknowledged institutional policy support for CA, feedback mechanisms lacked standardization and consistency. The study recommends enhancing tutor capacity through continuous professional development, diversifying CA techniques to align with curriculum goals, and institutional reforms to address operational barriers. Strengthening feedback practices and providing clear implementation guidelines are essential to maximize CA's role in advancing competency-based education and improving student outcomes in Uganda’s health training institutions.