Table 1 Student responses (n = 230)^a

 The poster preparation helped me to select important points for the presentation (n = 229)

1 (0.4%)

 The poster presentation allowed our group to show why we considered this MaD community to be a disadvantaged group (n = 228)

3 (1.3%)

 The poster presentation allowed me to demonstrate how I made a difference in this MaD community (n = 229)

3 (1.3%

 The poster presentation allowed me to demonstrate my engagement in a meaningful and appropriate way around issues of HIV (n = 230)

5 (2.2%)

 The poster presentation allowed me to demonstrate how I learnt from the participants at the MaD site (n = 227)

3 (1.3%

 Posters are an effective way to show that I achieved the learning objectives of the MAD (n = 228)

7 (3.1%)

 The poster preparation and presentation encouraged my interaction with my group (n = 226)

1 (0.4%)

 Working in the group helped me learn more than what I would have learnt on my own (n = 226)

6 (2.7%)

 Posters introduced a new way of sharing information for me (n = 228)

15 (6.6%)

 I found the peer assessment to be beneficial to my learning (n = 228)

14 (6.1%)

 This was my first time that I presented my work formally in the MBChB program

3 (1.3%)

 In my view, the poster presentation was an efficient form of assessment (228)

9 (3.9%)

 In my view, poster presentations are a fair way to assess students

19 (8.4%)

 Posters are an effective way for staff to validate our engagement with a disadvantaged community (n = 228)

10 (4.4%)

 The peer assessment of posters helped clarify how marks are allocated (n = 228)

15 (6.6%)

 The poster presentation made the assessment activity enjoyable (n = 228)

17 (7%)

 The interactions with staff and peers provided opportunities for meaningful feedback (n = 165)

5 (3%)