MED EDU ANALYTICS BILINGUAL WEB-BASED TRAINER FOR KROK 2 PREPARATION: DEVELOPMENT AND PILOT TESTING
DOI:
https://doi.org/10.11603/m.2414-5998.2026.3.16510Keywords:
medical education; Krok 2; web-based trainer; formative assessment; learning analytics; feedback; bilingual learning; self-directed learningAbstract
Preparation for the Krok 2 licensing examination requires systematic practice with clinically oriented multiplechoice questions, immediate feedback, repeated work with errors, and opportunities for self-paced learning. The aim of the study was to develop and pilot-test MED EDU Analytics, a bilingual web-based trainer, to describe actual patterns of its use and to perform an initial evaluation of students’ perception of formative feedback functions. A browser-based educational resource was created with training and timed modes, randomisation of questions and answer options, automatic generation of an error list, repeated practice of incorrectly answered items, and an anonymous learning analytics module. The pilot module contained 100 internal medicine questions in Ukrainian and English, selected from open Krok 2 preparation materials and then clinically and methodologically reviewed for content, keys, and linguistic consistency. Pilot testing was conducted on 8–12 June 2026 among fourth-year students enrolled in the I2 Medicine programme at Kharkiv National Medical University. After removal of manual test records and technical duplicates, 46 anonymous browser sessions were identified: the trainer was opened or started in 39 sessions; at least one answer was recorded in 20 sessions; at least 10 answers in 13; at least 50 in 11; and at least 90 in 9 sessions. Twelve completed attempts and 1,194 valid answer events were recorded, of which 973 (81.5 %) were correct. An additional voluntary anonymous survey of six fourth-year I2 Medicine students showed a positive perception of the trainer, particularly the error list and repeated practice functions, and indicated the need for brief explanations of correct answers. The results confirm the technical feasibility, initial acceptability, and methodological potential of the web-based trainer but do not demonstrate an effect on academic achievement or Krok 2 examination outcomes.
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