How to Pass the FRACP Written Examination

This study was aimed at identifying new effective forms that could facilitate the achievement of a practice-oriented result, i.e. students’ ability to communicate in any speech situation, as well as their readiness for various kinds of oral and written examination tests, including the public defence of projects in the 10th grade and writing December essays in the 11th grade. The article considers rhetorical competitions as a means of developing communicative and linguistic competencies among 10th–11th grade students of a polycultural school. The article provides recommendations on organizing such competitions, criteria for evaluating presentations, examples of oral presentations. A textual analysis of the folklore material of Dagestanian and Russian fairy tales and proverbs allowed the authors to conclude that an inexhaustible set of universal themes that have become the subject of reflection in different nations, can teach students to respect other cultures and extend their knowledge of the world and other people. The experience of a rhetorical competition in high school on the basis of fairy tales and proverbs of different nations is expected to help students form such core competencies as critical thinking, creativity, communication and cooperation (ability to work in a team).

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Medical Student Ophthalmic Knowledge Proficiency after Completing a Clinical Elective or an Online Course

Journal of Academic Ophthalmology ◽

10.1055/s-0040-1721069 ◽

2020 ◽

Vol 12 (02) ◽

pp. e255-e266

Author(s):

Jacob J. Abou-Hanna ◽

Jonah E. Yousif ◽

Ariane D. Kaplan ◽

David C. Musch ◽

Jonathan D. Trobe

Keyword(s):

Medical School ◽

Online Course ◽

Clinical Rotation ◽

University Of Michigan ◽

Written Examination ◽

Michigan Medical School ◽

The University ◽

Michigan Medical ◽

Online Group ◽

School Curricula

Abstract Background As more information is being packed into medical school curricula, mainstream medical topics legitimately receive more attention than specialty topics such as ophthalmology. However, general practitioners, as gatekeepers of specialty care, must attain competency in ophthalmology. We have investigated whether an online ophthalmology course alone would be noninferior to the same online course plus an in-person clinical elective in providing ophthalmic knowledge. Methods Students at the University of Michigan Medical School voluntarily enrolled in one of two groups: an Online Only group requiring satisfactory completion of an online course entitled “The Eyes Have It” (TEHI) or a Clinical + Online group requiring students to complete a 2-week clinical rotation and the TEHI online course. The outcome metric was the score on an independent 50-question written examination of ophthalmic knowledge. Students also completed a survey assessing confidence in managing ophthalmic problems. Results Twenty students in the Clinical + Online group and 59 students in the Online Only group completed the study. The Clinical + Online group slightly outscored the Online Only group (86.3 vs. 83.0%, p = 0.004). When the two outlier questions were removed from the analysis, there was no difference in mean scores between the two groups (85.8 vs. 85.4, p = 0.069). Students in the Clinical + Online group devoted 80 more hours to the experience than did the students in the Online Only group. The number of hours devoted to the course and interest in ophthalmology were weakly correlated with examination performance. After completion of the experiment, there was no difference in student-reported comfort in dealing with ophthalmic problems between the two groups. Conclusion The examination scores of the students who completed the in-person alone were only slightly inferior to those of the students who completed the in-person clinical elective and the online course. These results suggest that an online course alone may provide a satisfactory ophthalmic knowledge base in a more compact timeframe, an alternative that should have appeal to students who do not intend to pursue a career in ophthalmology.

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Content Validity of Written Examinations in Undergraduate Anatomy

Bangladesh Journal of Anatomy ◽

10.3329/bja.v7i1.3011 ◽

1970 ◽

Vol 7 (1) ◽

pp. 14-18

Author(s):

Rubina Sultana ◽

Khondker Manzare Shamim ◽

Lutfun Nahar ◽

Ferdous Hasan

Keyword(s):

Content Validity ◽

Paper Analysis ◽

Assessment System ◽

Clinical Anatomy ◽

Developmental Anatomy ◽

Written Examination ◽

Study Results ◽

Medical University ◽

Short Answer Questions ◽

Proper Weight

Objective: In ‘Curriculum' 2002 short answer questions are newly introduced. The content of 1st professional written examination was given but the weightage of different subdivision of Anatomy is not mentioned. So, present study was done to see the content validity of different subdivisions of Anatomy in written examinations. Study design: Descriptive type of study Place and period of study: The study was carried out from January 2003 to July 2004 in the Department of Anatomy, Bangabandhu Skeikh Mujib Medical University, Dhaka. Methods: It was based on a quantitative method; the question paper analysis based study. Results: It is evident from the questions paper analysis that different subdivisions of Anatomy are usually not given proper weight in the Anatomy written examinations. There are some subdivisions of Anatomy which are usually covered less than required. These include Genetics, Histology, General Anatomy, General Developmental Anatomy, Clinical Anatomy, etc. Conclusion: for further improvement of assessment system of Anatomy, content validity is needed to be established. Key words: Content validity, Anatomy, undergraduate, written examinations doi: 10.3329/bja.v7i1.3011 Bangladesh Journal of Anatomy January 2009, Vol. 7 No. 1 pp. 14-18

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SPECIAL ARTICLE

PEDIATRICS ◽

10.1542/peds.14.5.563 ◽

1954 ◽

Vol 14 (5) ◽

pp. 563-564

Author(s):

Keyword(s):

Standard Deviation ◽

Visual Assessment ◽

Probable Error ◽

Oral Examination ◽

Frequency Curve ◽

Written Examination ◽

Lower Figure ◽

Normal Frequency ◽

The Mean ◽

Selection Of

THE WRITTEN examination of January 15, 1954, was taken by 515 candidates, a larger number than in any previous year except 1953 when there were 607 candidates Grades ranged from a lowest mark of 32.0 to a highest mark of 89.5 Inspection of the range resulted in the decision to place the passing mark at 51. On this basis there were 32, or 6.2%, who failed and were therefore ineligible for oral examination. The distribution of the grades earned by the 515 candidates is presented in the form of a histogram. As an aid to visual assessment of the nature of the distribution, a normal frequency curve computed from the mean and standard deviation of the data has been superimposed on the diagram. The distribution of the grades is clearly and impressively skewed to the left, that is, the scores tend to be massed at the high end of the scale and spread out at the low end. An examination of this type is relatively sensitive in the zone of poorer scholarship where the selection of failures is to be made and relatively insensitive in the range of higher scholarship. The intrinsic reliability of the examination has again been assessed by comparing the grade made by each candidate on his odd-numbered questions with that earned on his even-numbered questions. The comparison reveals a "probable error of estimate," P.E.m, of 2.39, a lower figure and therefore a higher degree of reliability than yielded by any previous examination. The Committee is pleased that the increase in reliability was accomplished in spite of the fact that the length of the examination was decreased from 250 grading points in 1953 to 200 grading points.

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AMERICAN BOARD OF PEDIATRICS

PEDIATRICS ◽

10.1542/peds.40.4.685 ◽

1967 ◽

Vol 40 (4) ◽

pp. 685-687

Keyword(s):

Early Life ◽

Metabolic Disorders ◽

Electrolyte Balance ◽

School Problems ◽

Genetic Theory ◽

Respiratory Problems ◽

Health Measures ◽

Written Examination ◽

Malabsorption Syndromes ◽

Vitamin Requirements

CHANGES IN THE WRITTEN EXAMINATION IN ORDER to provide candidates with a knowledge of specific areas of strength or weakness in their training, the American Board of Pediatrics will make the following changes in the written examination to be offered in January 1968 and subsequent years: The length of the examination will be increased from 3 hours to 6 hours, i.e., two 3-hour sessions with a luncheon break between. Questions of the morning session must be completed and turned in before the luncheon break; a second set of questions will be issued for the afternoon portion of the examination. Candidates' examinations will be graded on the full performance, but will also be scored in the following subdivisions of pediatric knowledge, including diagnosis and treatment: I. The Newborn To include prenatal care and obstetric practices as they relate to the offspring; embryology, physiology, and pathology of the fetus and newborn; infant feeding; vitamin requirements and deficiencies; infections and metabolic disorders peculiar to the newborn; anomalies and other disorders which require attention in early life. II. Metabolic Disorders Principles of fluid and electrolyte balance and management; inborn and acquired errors of metabolism; molecular and chemical disorders; endocrinology; renal and genitourinary disease; malabsorption syndromes. III. Growth and Development General genetic theory; physical, mental, and behavioral development; neurology, psychology and psychiatry; school problems; adolescence; family medicine; mental retardation, perceptual handicaps. IV. Infectious Disease, Immunology, and Allergy Bacterial, viral, fungal, and protozoal disease; infectious and inflammatory disease of uncertain origin; "autoimmune" diseases; principles of immunity; immunization; public health measures; allergy; mechanical respiratory problems; dermatology.

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The Written Examination: Practical Aspects

Advanced Histopathology ◽

10.1007/978-1-4471-1753-7_4 ◽

1990 ◽

pp. 249-250

Author(s):

G. W. H. Stamp ◽

N. A. Wright

Keyword(s):

Written Examination

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The effect of the science classesenriched with art activities on academic achievementSanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya etkisi

Journal of Human Sciences ◽

10.14687/jhs.v14i2.4466 ◽

2017 ◽

Vol 14 (2) ◽

pp. 1469

Author(s):

Vesile Yıldız Demirtaş ◽

Seda Çerik ◽

Adem Maba

Keyword(s):

Academic Achievement ◽

Achievement Test ◽

Control Group ◽

Positive Effects ◽

Written Examination ◽

Significant Difference ◽

Post Test ◽

Quasi Experimental ◽

Elective Course ◽

Art Activities

The aim of the study is to reveal the effects of the classeswhich enriched with art activitieson academic achievement at the 5th grades. The research group consists of 37 students who determined the science applications course as an elective course in a public school in İzmir during 2015-2016 Education Fall Semester. In this study, from the trial models"Quasi-experimental desing, pre-post test without control group" was used. The data were collected with achievement test and written examination that prepared by researchers in order to measure academic achievement in science applications classes and also interviews that prepared by researchers used in order to determine the opinions of the students on the science applications enriched with art activities. As the results of the research there is a significant difference between the pretest-posttest findings and the pretest-permanency test results of the experimental group. As the results of the achievement test, it is concrete that these activities have positive effects on the students. It can be said that the applications are effective when the students' interview questions are compared with the answers given by the students after the last application. ÖzetAraştırmanın amacı 5. sınıflarda sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya olan etkilerini ortaya çıkarmaktır. Araştırmanın çalışma grubunu 2015-2016 Öğretim Yılı Güz döneminde İzmir’de bir devlet okulunda bilim uygulamaları dersini seçmeli ders olarak belirleyen 37 öğrenci oluşturmaktadır.Bu araştırmada, deneme modellerinden “tek grup öntest-sontest kontrol grupsuz yarı deney deseni” kullanılmıştır. Veriler bilim uygulamaları dersindeki akademik başarıyı ölçmek amacıyla araştırmacılar tarafından hazırlanan bilim uygulamaları başarı testi ve yazılı yoklama ile öğrencilerin sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersine yönelik görüşlerini belirlemek amacıyla hazırlanan görüşme formu ile toplanmıştır.Araştırmada deney grubunun öntest-sontest sonuçlarında ve öntest-kalıcılık testi sonuçlarında anlamlı fark bulunmaktadır. Yapılan başarı testi sonucunda bu etkinliklerin öğrencileri olumlu etkilediği somut olarak ortaya çıkmıştır. Öğrencilerin görüşme sorularına ön uygulama ile son uygulama sonrası verdikleri cevaplar karşılaştırıldığında uygulamaların etkili olduğu söylenebilir.

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Development and Evaluation of an Electronic Guide for Introductory Microbiology Skills

Microbiology Education ◽

10.1128/me.6.1.28-35.2005 ◽

2005 ◽

Vol 6 (1) ◽

pp. 28-35

Author(s):

ALICE WRIGHT ◽

ETHELYNDA E. HARDING

Keyword(s):

Student Learning ◽

Effective Learning ◽

Written Examination ◽

Lower Division ◽

Assessment Of Student Learning ◽

Upper Level ◽

Poster Presentations ◽

Enhance Student Learning ◽

Biology Majors

To increase the quality of instruction, enhance student learning, and decrease laboratory time spent on laboratory safety, basic skills, and the use of equipment, we developed the Micro eGuide website. We compared the performance of students who used the Micro eGuide to students provided more traditional instruction in both an upper-level introductory microbiology course for biology majors and in a lower-division introductory microbiology course for nonmajors. Assessment of student learning included written pretests and posttests, practical testing of laboratory skills, and for the major’s class, a review of poster presentations of independent projects. Students who used the Micro eGuide showed a statistically significant increase in performance on written examination in the introductory microbiology courses for both biology majors and nonmajors. Use of the Micro eGuide in the sophomore-level course for nonbiology majors resulted in a statistically significant improvement in laboratory skills. Though the increase in laboratory skills in the majors courses was not statistically significant, instructors were able to use the site as an effective learning source and decrease the time spent in class on topics covered in the Micro eGuide. While the number of student independent research projects was too small for statistical analysis on the quality of the poster presentations, the improvement in student attitude and the increase in the diversity in topics selected suggests that students using the Micro eGuide had increased comfort with microbiology and increased interest in exploring microbiology.

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NEWS AND ANNOUNCEMENTS

PEDIATRICS ◽

10.1542/peds.43.6.1059 ◽

1969 ◽

Vol 43 (6) ◽

pp. 1059-1063

Keyword(s):

Rehabilitation Medicine ◽

Joint Diseases ◽

Closing Date ◽

Written Examination ◽

Common Problems

American Board of Pediatrics The closing date for receipt of applications for the 1970 written examination in pediatrics is January 31, 1970. The written examination will be held May 15, 1970. Please Note: These are changes in dates from those published for 1969. Nerve and Muscle Problem: A postgraduate course in "Common Problems of Nerve and Muscle" will be given June 25-27, 1969 by the Saul R. Korey Department of Neurology, the Department of Rehabilitation Medicine, and the Department of Medicine of the Albert Emstein College of Medicine, and the Department of Orthopedics of the Hospital for Joint Diseases.

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SPECIAL ARTICLE

PEDIATRICS ◽

10.1542/peds.8.4.598 ◽

1951 ◽

Vol 8 (4) ◽

pp. 598-600

Keyword(s):

Statistical Analysis ◽

General Information ◽

Present Form ◽

Know How ◽

Written Examination

IT IS desirable that as many people as possible should know how much care and thought is given both to the preparation and to the subsequent analysis of the examinations of the American Board of Pediatrics. For this reason the following comments on the examination of January 1950 are published for general information. The written examination of the American Board of Pediatrics given in January 1950 has been subjected to statistical analysis. It is proposed that all subsequent examinations be analyzed in a similar or improved way in order to learn whether modifications are accomplishing the purpose for which they were made and in the endeavor to improve the accuracy of the grading. Some of the results of this first statistical analysis may be of interest and may help in understanding how reliable the examination in its present form is. The examination consisted of 200 false and true statements and was taken by 353 candidates. A majority of the candidates marked all of the statements as being either false or true. That is to say, they marked with confidence when they knew and guessed when they did not know. However, a fairly large number of candidates refused to commit themselves at all when they did not know. It is of interest that one of the highest grades ever earned in these examinations was achieved by a candidate also distinguished by having refused to commit himself on the largest number of statements. The method of grading is one which yields essentially the same figure whether or not the candidate elects to guess.

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