![]() A modified action research approach was used to explore a number of OSCE characteristics at Hawler Medical University: the first part included a study on the impact of formative OSCE on performance of 5th year students in their summative OSCE. Methods: This study was conducted in Hawler Medical University, College of Medicine from June 2016 to November 2019. This study aims at further improvement of OSCE as an assessment tool for undergraduate medical education in Hawler Medical University. ![]() In order to draw meaningful interpretations of the assessment results, the OSCE needs to be valid and reliable. Background and objectives: An Objective Structured Clinical Examination (OSCE) is a common measurement tool used to assess clinical competencies of the medical students. QUALITY IMPROVEMENT FRAMEWORK DESIGN OF OBJECTIVE STRUCTURED CLINICAL EXAMINATION IN HAWLER MEDICAL UNIVERSITY. Conclusion: Blueprinting should be an integral part of assessment and should be prepared for both theory and practical assessment of the whole course of Human Anatomy. Most of the students and faculty wanted blueprint for the whole course. Result: Both faculty and students strongly agreed with the importance and role of blueprint for assessment in learning. Assessment of part completion was done and students' feedback was taken on the blueprint. Then it was shared with the 1 st year MBBS students in the beginning itself. Material & Methods: After sensitizing the faculty about blueprinting, competencies and specific learning objectives were unanimously formulated and blueprint was prepared and validated. Learners' feedback for the provided blueprint was also taken. So this study was carried out to sensitize the faculty about blueprinting and prepare a validated blueprint for theory assessment of superior extremity. By preparing a blueprint for assessment these can be avoided. No significant difference was reported between the three methods.īackground & Aims: A regular problem encountered in framing a question paper is its content and construct validity. Conclusion: Weightage of the blueprint can be done in a flexible and relevant method. ![]() Results and discussion: No significant difference was found in weightage for the blueprint, whether using the number of specific learning outcomes, contact hours, or importance of the themes or topics (p-values were less than 0.05). The null hypothesis will be rejected when the p-value is equal to or less than 0.05. Descriptive statistics using SPSS version 21 was used. The weightages of the examination blueprint were calculated according to the numbers of specific learning outcomes, contact hours, and importance. Methods: The study design was a cross-sectional descriptive conducted at the department of paediatrics, College of Medicine, University of Bisha. The study aims to compare three methods of blueprint weightage utilizing paediatrics courses. Many methods can be used to determine the weightage in the blueprint. The faculty who validated the blueprint felt that it helps in distribution of appropriate weightage and questions across the topics and blueprinting should be an integral part of assessment.īackground: A valid assessment should consider well weightage content. Conclusions: Students were satisfied as blueprinting helped them to attempt examination better. All the faculty felt that blueprints aligns assessment with objectives and helps as a guide and to paper construction. Results: The students and faculty felt that there was appropriate distribution of questions across topics (77% and 89%, respectively), appropriate weightage given to topics of public health importance (65% and 100%), examinations were fair (86% and 89%). Feedback was collected from the students and faculty to know their perceptions about the question papers with reference to blueprinting. A blueprint was prepared for written examinations in pathology, question papers were set accordingly and administered in preliminary examinations. Methodology: A workshop was conducted in the Department of Pathology to sensitize the faculty about the importance of blueprinting. Objectives: To describe the process of developing a blueprint for undergraduate written examinations in pathology and to evaluate its effect as a tool to increase the content validity of assessment. The few disadvantages of essay questions are less number of questions, limited sampling, unfair distribution of questions over topics, vague questions etc., Blueprinting overcomes these issues, increasing the validity of examinations. Context/Background: Written examinations are the most commonly employed method for assessment of cognitive skills in medical education.
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