<b>Protocol for conducting a scoping review on the influence of low-stakes assessment on student learning in medical education</b>

<b>Rationale and Background:</b><br>Low-stakes assessments enhance student learning outcomes by providing a comprehensive view of performance and promoting competency-based education. Multiple low-stakes assessments encourage continuous learning and incorporate formative feedback for a realistic and long-term environment. Diverse assessment methods ensure psychometric rigor, utility and a programmatic assessment approach with multiple data points affording high-stakes decisions on progression.<br><b>Objective</b>:<br>This scoping review aims to systematically identify and map existing literature on the use of low-stakes assessments in medical education and determine their impact on student learning outcomes in terms of, motivation and engagement achievements/competencies.<br><b>Methods and Analysis:</b><br>The review will use the Joanna Briggs Institute's framework for scoping review studies, searching eight databases and grey literature. A presearch will be done in PubMed, Scopus, and Google Scholar using terms related to low-stakes assessment, formative assessment, continuous assessment, and programmatic assessment within the context of medical education. The Covidence Systematic Review tool will aid in screening and conflict resolution.<br>The reference lists of included studies will be checked manually for other relevant literature. Two research team members will independently screen and extract data, resolving discrepancies with a third team member. Inclusion and exclusion criteria will be refined iteratively based on key research themes.<br>The review will follow PRISMA guidelines, focusing on the impact of low-stakes assessment on student learning in medical education.