Faculty Members' Perception, Implementation, and Challenges of Formative Assessment in Undergraduate Medical Education: A Cross-Sectional Study.

Background: Medical curriculum reform requires quality assurance in all curricular activities including assessment. Such reform necessitates a shift of focus from summative assessment (SA) to formative assessment (FA). However, the implementation of FA confronts several challenges that hinder its proper application, especially with the increased number of students and the diversity of activities required from faculty members.