Perceptions and Performance of Undergraduate Medical Students in Objective Structured Practical Examinations (OSPE) in Biochemistry at Rak Medical and Health Sciences University (Rakmhsu), UAE

INTRODUCTION: Health educators and accrediting bodies have defined objectives and competencies that medical students need to acquire to become a safe doctor. The present study was done to determine the student perception and satisfaction regarding OSPE as an assessment method of laboratory practical sessions in Biochemistry. MATERIAL AND METHODS: During OSPE sessions hundred MBBS first year students were divided into 3 different batches. These students were asked to rotate around 10 different working stations. Each station designed to complete a task comfortably within 5 minutes. One or two rest stations of 5 minutes are given at end or in between to complete the unfinished writing work. All the students perform the same task in the same time frame. Institutional research and effectiveness office (IRO) gets the student feedbacks on OSPE will inevitably result in the refinement of the OSPE as a tool for learning and evaluation. RESULTS: The study showed that 96.5% students agreed that OSPE questions were linked to the curriculum and 93% of students felt objectives were clear. Eight eight percent students perceived that OSPE covered a wide range of learning outcomes. Ninety five percent felt relevant psychomotor skills were assessed using agreed check list. An 86% and 81% of student perceived that it was conducted fairly and is unbiased. In terms of stress we got mixed response as 50.5% percent of students perceived OSPE to be less stressful and other half felt stressful. Seventy two percent of students agreed OSPE preparation facilitated team work. Ninety percent strongly agreed that exam scores are better and 83% said it is easier to pass. Fifty four percent of the students felt that the time given was too short; especially for procedure stations. Ninety six percent of students felt OSPE should be an integral part of assessment tool for the Biochemistry practical's. CONCLUSION: The current study showed several advantages of OSPE as an objective, structured, unbiased, fair, valid and reliable assessment method. In view of the tremendous advantages, OSPE should be included in summative evaluation to improve student's clinical competence.DOI: http://dx.doi.org/10.3126/jucms.v2i4.12071 Journal of Universal College of Medical Sciences (2014) Vol.02 No.04 Issue 08Page: 54-61

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A team-based competition for undergraduate medical students to learn radiology within the virtual world Second Life

Insights into Imaging ◽

10.1186/s13244-021-01032-3 ◽

2021 ◽

Vol 12 (1) ◽

Author(s):

Teodoro Rudolphi-Solero ◽

Alberto Jimenez-Zayas ◽

Rocio Lorenzo-Alvarez ◽

Dolores Domínguez-Pinos ◽

Miguel Jose Ruiz-Gomez ◽

...

Keyword(s):

Medical Students ◽

Second Life ◽

Virtual World ◽

Student Perception ◽

Load Test ◽

Undergraduate Medical Students ◽

Exposure Test ◽

Radiological Anatomy ◽

Post Exposure ◽

Course Grades

Abstract Background A multi-user competitive game within the virtual world Second Life for undergraduate radiology learning was adapted for team participation. This study aimed to assess student perception, impact on learning, and eventual correlation of game results with post-exposure tests and course grades. Methods The game consisted of six weekly stages, dedicated to thoracic, abdominal, and musculoskeletal radiological anatomy and semiology. Participants had several days a week to review self-guided radiology educational content and then complete individual multiple-choice tests and solve team tasks to progress through the game's ranking. Additionally, they completed a cognitive load test, a questionnaire about the experience and a post-exposure knowledge test. Results Fifty-two students organised into 13 teams participated in the game and assessed different aspects of the experience with a mean score ≥ 7.8 on a 10-point scale, highlighting the participation of the teacher (9.3 ± 1.1), the educational contents (8.8 ± 1.4) and the usefulness for their education (8.7 ± 1.4). Participants obtained better post-exposure test results (p < 0.007) and better course grades (p < 0.021) than non-participants did. Conclusion A multi-user game adapted to team competition to learn radiology in Second Life was very positively perceived by third-year medical students, who highly valued its content, organisation, and usefulness for their training. Most of the participants agreed that they had collaborated as a team and that playing in competitive environments helps them learn better. The best post-exposure and academic results compared to non-participating students indicate the potential impact of the game on learning.

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Fostering research skills in undergraduate medical students through Mentored Student Projects: Example from an Indian medical school

Kathmandu University Medical Journal ◽

10.3126/kumj.v8i3.6215 ◽

2012 ◽

Vol 8 (3) ◽

pp. 294-298 ◽

Cited By ~ 9

Author(s):

V Devi ◽

R R Abraham ◽

A Adiga ◽

K Ramnarayan ◽

A Kamath

Keyword(s):

Medical Students ◽

Time Management ◽

Scientific Reasoning ◽

Team Work ◽

Undergraduate Medical Students ◽

Research Skills ◽

Cross Sectional ◽

Medical College ◽

Positive Attitudes ◽

Student Projects

Background Healthcare decision-making is largely reliant on evidence–based medicine; building skills in scientific reasoning and thinking among medical students becomes an important part of medical education. Medical students in India have no formal path to becoming physicians, scientists or academicians. Objectives This study examines students’ perceptions regarding research skills improvement after participating in the Mentored Student Project programme at Melaka Manipal Medical College, Manipal Campus, India. Additionally, this paper describes the initiatives taken for the continual improvement of the Mentored Student Project programme based on faculty and student perspectives. Methods At Melaka Manipal Medical College, Mentored Student Project was implemented in the curriculum during second year of Bachelor of Medicine and Bachelor of Surgery programme with the intention of developing research skills essential to the career development of medical students. The study design was cross-sectional. To inculcate the spirit of team work students were grouped (n=3 to 5) and each group was asked to select a research project. The students’ research projects were guided by their mentors. A questionnaire (Likert’s five point scale) on students’ perceptions regarding improvement in research skills after undertaking projects and guidance received from the mentor was administered to medical students after they had completed their Mentored Student Project . The responses of students were summarised using percentages. The median grade with inter-quartile range was reported for each item in the questionnaire. The median grade for all the items related to perceptions regarding improvement in research skills was 4 which reflected that the majority of the students felt that Mentored Student Project had improved their research skills. The problems encountered by the students during Mentored Student Project were related to time management for the Mentored Student Project and mentors. Results This study shows that students acknowledged that their research skills were improved after participating in the Mentored Student Project programme. Conclusions The Mentored Student Project programme was successful in fostering positive attitudes among medical students towards scientific research. The present study also provides scope for further improvement of the Mentored Student Project programme based on students’ and faculty perspectives.DOI: http://dx.doi.org/10.3126/kumj.v8i3.6215 Kathmandu Univ Med J 2010;8(3):294-8

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Perception of OSCE as An Assessment Tool in Undergraduate Students of Private Medical College in Karachi, Pakistan

10.53350/pjmhs211582370 ◽

2021 ◽

Vol 15 (8) ◽

pp. 2370-2374

Author(s):

Saba Pario ◽

Shaista Bashir Anwar ◽

Zafar Haleem Baloch ◽

Saira Ghafoor ◽

Shazia Aftab ◽

...

Keyword(s):

Medical Students ◽

Undergraduate Students ◽

Assessment Tool ◽

Clinical Skills ◽

Tool Material ◽

P Value ◽

Practical Skills ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Significant Difference

OBJECTIVE: To explore the perception of undergraduate students of United Medical and dental college towards objective structured clinical examination as an assessment tool. MATERIAL & METHODS: A cross-sectional observational study included undergraduate medical students, RESULTS: 153 students who completely filled the proforma were included in study among them 31% were male and 69% were females. Mostly agreed that stations in OSCE were simple and easily interpretable and assessed practical skills thoroughly. Majority of students accepted that skills inquired were taught in clinics, stations were according to course and stations were appropriately timed. 66 % confirmed that adequate instructions were provided before exam. 84.31% believed that OSCE is preferable to viva. 57.51% of candidates stated that examiners during OSCE were attentive and gracious but 20.91 % objected it , while 21.57% remained neutral. Almost half of examinees labelled it as comprehensive clinical assessment .Overall, 67.97 % perceived OSCE as demanding and tough assessment. Finally views of students for statement that OSCE is unbiased, reliable and valid were positive in 50.32%.There was a significant difference in the opinion of male and female( p-value is less than 0.05) in statement that OSCE thoroughly assessed practical skills, stations were according to course of instruction, Adequate instructions were provided before exam, superior and preferable to viva, assists in improvement of clinical skills, demanding and tough and finally OSCE was unbiased, reliable and valid CONCLUSION: OSCE was perceived as fair, comprehensive, un-biased format of examination but believed it was more stressful than traditional examination methods . KEY WORDS: Assessment, Attitude, OSCE, Perception, Undergraduate Medical students.

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Medical students' perception of simulation-based assessment in emergency and paediatric medicine: a focus group study.

10.21203/rs.3.rs-41170/v1 ◽

2020 ◽

Author(s):

Anne-Laure Philippon ◽

Jennifer Truchot ◽

Nathalie De Suremain ◽

Marie-Christine Renaud ◽

Arnaud Petit ◽

...

Keyword(s):

Emergency Medicine ◽

Medical Students ◽

Focus Group ◽

Focus Groups ◽

Assessment Method ◽

Undergraduate Medical Students ◽

Focus Group Study ◽

High Quality ◽

High Stakes ◽

Simulation Based

Abstract Background Simulation-based assessment is scarcely used for undergraduate medical students. We created a simulation-based assessment to validate medical students’ technical and psychometrics’ skills, during their emergency medicine and pediatric curriculum. The aim of our study was to collect medical students’ perception on this novel assessment.Methods This is a qualitative study that includes 9 focus groups among the 215 students who participated in either a pediatric or an emergency medicine simulation-based-course. These sessions ended by an assessment on a manikin. Among the 40 students who were randomly selected to participate in the focus groups, 30 agreed to participate. Data were analyzed using grounded theory and, data were coded the by two independent investigators.Results Seven major and two minor themes emerged from the focus groups. The importance of being certified by simulation to be more self-confident in hospital clerkships, the perception of simulation-based assessment as a high quality assessment, the contribution of the simulation-based assessment to change students’ practices and enhance their engagement in their curriculum and a disappointment because simulation-based assessment didn’t help student for the faculty high stakes assessments. Some students also found that simulation-based assessment was a stressful and unfair exercise. The last discussion was about practical issues of the assessment such as this normative way, and about the importance of the feedback.Conclusion The students reported positive aspects of the simulation-based assessment method such as helpful for their hospital clerkship, change of their practices and way of learning. However they also reported that it might be a biased and a stressful assessment method.

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Is there a need for formal undergraduate patient handover training and could an educational workshop effectively provide this? A proof-of-concept study in a Scottish Medical School

BMJ Open ◽

10.1136/bmjopen-2019-034468 ◽

2020 ◽

Vol 10 (2) ◽

pp. e034468 ◽

Cited By ~ 1

Author(s):

Nicholas Holt ◽

Kirsty Crowe ◽

Daniel Lynagh ◽

Zoe Hutcheson

Keyword(s):

Medical Education ◽

Medical Students ◽

Student Performance ◽

Assessment Tool ◽

Significant Proportion ◽

General Medical Council ◽

Competency Assessment ◽

Medical Council ◽

Undergraduate Medical Students ◽

Before And After

BackgroundPoor communication between healthcare professionals is recognised as accounting for a significant proportion of adverse patient outcomes. In the UK, the General Medical Council emphasises effective handover (handoff) as an essential outcome for medical graduates. Despite this, a significant proportion of medical schools do not teach the skill.ObjectivesThis study had two aims: (1) demonstrate a need for formal handover training through assessing the pre-existing knowledge, skills and attitudes of medical students and (2) study the effectiveness of a pilot educational handover workshop on improving confidence and competence in structured handover skills.DesignStudents underwent an Objective Structured Clinical Examination style handover competency assessment before and after attending a handover workshop underpinned by educational theory. Participants also completed questionnaires before and after the workshop. The tool used to measure competency was developed through a modified Delphi process.SettingMedical education departments within National Health Service (NHS) Lanarkshire hospitals.ParticipantsForty-two undergraduate medical students rotating through their medical and surgical placements within NHS Lanarkshire enrolled in the study. Forty-one students completed all aspects.Main outcome measuresPaired questionnaires, preworkshop and postworkshop, ascertained prior teaching and confidence in handover skills. The questionnaires also elicited the student’s views on the importance of handover and the potential effects on patient safety. The assessment tool measured competency over 12 domains.ResultsEighty-three per cent of participants reported no previous handover teaching. There was a significant improvement, p<0.0001, in confidence in delivering handovers after attending the workshop. Student performance in the handover competency assessment showed a significant improvement (p<0.05) in 10 out of the 12 measured handover competency domains.ConclusionsA simple, robust and reproducible intervention, underpinned by medical education theory, can significantly improve competence and confidence in medical handover. Further research is required to assess long-term outcomes as student’s transition from undergraduate to postgraduate training.

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Structured feedback to undergraduate medical students: 3 years’ experience of an assessment tool

Medical Teacher ◽

10.3109/0142159x.2011.577466 ◽

2011 ◽

Vol 33 (7) ◽

pp. e349-e357 ◽

Cited By ~ 10

Author(s):

Ann-Christin Haffling ◽

Anders Beckman ◽

Gudrun Edgren

Keyword(s):

Medical Students ◽

Assessment Tool ◽

Undergraduate Medical Students

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Medical students’ experience of the hidden curriculum around primary care careers: a qualitative exploration of reflective diaries

BMJ Open ◽

10.1136/bmjopen-2021-049825 ◽

2021 ◽

Vol 11 (7) ◽

pp. e049825

Author(s):

Ravi Parekh ◽

Melvyn Mark Jones ◽

Surinder Singh ◽

Jack Shi Jie Yuan ◽

See Chai Carol Chan ◽

...

Keyword(s):

Medical Students ◽

Role Models ◽

Career Choices ◽

Hidden Curriculum ◽

Student Perception ◽

Phenomenological Approach ◽

Medical Schools ◽

Junior Doctors ◽

Undergraduate Medical Students ◽

The Uk

ObjectivesPrimary healthcare internationally is facing a workforce crisis with fewer junior doctors choosing general practice (GP) as a career. In the UK, a national report on GP careers highlighted adverse influences during medical school on students’ career choices. The authors explored these influences in two urban UK medical schools, both with relatively low numbers of students entering GP training.DesignUsing a phenomenological approach, the authors thematically analysed the reflective diaries of four medical students who were recruited as ‘participant researchers’ over a period of 10 months. These students made regular reflexive notes about their experiences related to GP career perceptions in their academic and personal environments, aiming to capture both positive and negative perceptions of GP careers. The research team discussed emerging data and iteratively explored and developed themes.SettingTwo UK medical schoolsParticipantsUndergraduate medical studentsResultsSeven key themes were identified: the lack of visibility and physicality of GP work, the lack of aspirational GP role models, students’ perceptions of a GP career as default, the performativity of student career choice with the perceptions of success linked to specialism, societal perceptions of GP careers, gender stereotyping of career choices and the student perception of life as a GP.ConclusionsStudents overwhelmingly reflected on negative cues to GP careers, particularly through their experience of the hidden curriculum. Three recommendations are made: the need for increased representation of GP role models in clinical curricula content delivery and senior leadership; ensuring GP clerkships involve an active and authentic student role with patients, enabling students to experience GP’s ‘work’ including managing complexity, uncertainty and risk. Finally, institutions need to consider students’ experiences of the hidden curriculum and the effect this can have on students’ perception of careers, alongside the challenges of rankings and perceived hierarchical positioning of disciplines.

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Preparation of Blue Prints for formative Theory Assessment of Undergraduate Medical Students in Community Medicine

MVP Journal of Medical Sciences ◽

10.18311/mvpjms/2015/v2/i2/782 ◽

2015 ◽

Vol 2 (2) ◽

pp. 100

Author(s):

Amit P. Gujarathi ◽

Supriya Dhakne-Palwe ◽

Rakesh N. Patil ◽

Pratima Borade-Gedam ◽

Mahesh S. Mahale ◽

...

Keyword(s):

Medical Students ◽

Assessment Tool ◽

Ideal Theory ◽

Community Medicine ◽

Undergraduate Medical Students ◽

Content Areas ◽

Cognitive Domains ◽

Valid Assessment ◽

Written Assessment

The written assessment of medical students is very important in view of assessing the various levels of cognitive domains. The validity of any assessment depends upon the appropriate constriction of assessment tool. Framing an ideal theory assessment tool that covers the whole syllabus with proportionate weightage to various content areas according to their importance is big challenge for the paper setter. Considering the vast nature of Community Medicine syllabus constructing a theory assessment tool as per above said ideals is still more difficult. Blueprinting of syllabus i.e. covering all the content areas with allocating proportionate weightage to various content areas can overcome this issue and helps the paper setter to construct a uniform and valid assessment tool. Department of Community medicine has constructed such two blue prints that can be used for either formative or summative type of theory examination.

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