From cramming to binge-watching: Integrating documentary-based assessment into a pharmacology and toxicology curriculum-a qualitative study.

Aims: In the context of pharmacology and toxicology education, there is a growing shift toward programmatic assessment models that prioritize longitudinal learning, reflection and development of higher-order cognitive skills. As part of this transition, we are exploring alternative and more meaningful forms of assessment. This qualitative study investigates students' perceptions of an innovative assessment format-documentary-based assessment-introduced in the interdisciplinary Minor ToXiC course, which covers the life cycle of a medicine and includes topics such as pharmacology and toxicology.

Methods: As part of the assessment programme within Minor ToXiC, students watched selected documentaries and completed an assessment consisting of 6 open-ended questions. Questions 1- 5 prompted students to reflect on the documentary content and link it to the course material of the minor, while question 6 invited them to evaluate how they experienced this form of assessment. Responses to question 6 were analysed thematically.

Results: Three main categories emerged from the themes. First, students highlighted the educational value of documentaries, describing how visual and narrative elements helped them better retain information, connect theory to practice, and reflect critically on ethical, social and pharmacological dimensions of real-world cases. Second, the format was perceived as motivating due to the autonomy it allowed. Third, students identified key structural conditions necessary for the effectiveness of this format.

Conclusion: Overall, documentary-based assessment appears to be a promising addition in a programmatic assessment-based curriculum. To optimize its impact, careful attention must be paid to the design, timing and integration of this assessment method within the curriculum.