scholarly journals MULTIPLE CHOICE QUESTIONS: AS FORMATIVE ASSESSMENT

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Neha Rai ◽  
Dr. Nimish Rai
Keyword(s):  
Formative Assessment ◽  
Undergraduate Students ◽  
Vertical Integration ◽  
Multiple Choice ◽  
Assessment Method ◽  
First Year ◽  
Multiple Choice Questions ◽  
Medical College ◽  
Medical Undergraduate ◽  
Near Future

The aims and objectives of the study was to assess the perceptions of 130 medical undergraduate students of first year MBBS  about the most accepted written assessment method i.e multiple choice questions  for formative assessment in the near future after vertical integration of teaching . Vertical integration module was followed for osteology classes in a medical college between orthopaedics and anatomy department. Thus after obtaining feedback from all the students, we concluded that multiple choice questions can be used for formative assessment and in near future it can be utilized for summative assessment too.

Perceived stress and sources of stress among first-year medical undergraduate students in a private medical college - Tamil Nadu

2016 ◽  
Vol 6 (1) ◽  
pp. 9 ◽  
Author(s):  
Anandhalakshmi Swaminathan ◽  
Sahityan Viswanathan ◽  
Thilipkumar Gnanadurai ◽  
Saravanan Ayyavoo ◽  
Thirunavukarasu Manickam
Keyword(s):  
Undergraduate Students ◽  
Perceived Stress ◽  
Tamil Nadu ◽  
First Year ◽  
Medical College ◽  
Medical Undergraduate ◽  
Medical Undergraduate Students

scholarly journals Knowledge of Vitamin D among First-year Medical Undergraduate Students of a Medical College: A Descriptive Cross-sectional Study

2021 ◽  
Vol 59 (235) ◽  
Author(s):  
Pratibha Manandhar ◽  
Naresh Manandhar ◽  
Sunil Kumar Joshi
Keyword(s):  
Vitamin D ◽  
Undergraduate Students ◽  
College Teaching ◽  
Cross Sectional Study ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Medical Undergraduate ◽  
Medical Undergraduate Students

Introduction: Vitamin D also known as the sunshine vitamin, helps in bone metabolism and calcium homeostasis. It is estimated that one billion people in the world have vitamin D deficiency making it a public health problem. The objective of this study is to find out the knowledge regarding vitamin D among first-year medical undergraduate students of a medical college. Methods: This is a descriptive cross-sectional study carried out from 2nd February 2020 to 15th February 2020 at Kathmandu Medical College Teaching Hospital, Duwakot among medical undergraduate students of a medical college. Ethical clearance was received from the Institutional Review Committee of Kathmandu Medical College Teaching Hospital (Reference Number: 2812201809). A structured self-designed multiple-choice questionnaire on vitamin D knowledge was used. Convenient sampling method was applied and statistical analysis was done with Statistical Package for the Social Sciences 20 version. Results: Out of total 157 undergraduate medical students, 21 (13.3%) exhibited good knowledge, 116 (73.9.8%) had average, and 20 (12.8%) had poor knowledge. There were 83 (52.9%) Bachelor of Medicine and Bachelor of Surgery students, 39 (24.8%) were Bachelor of Dental Surgery and 35 (22.3%) were Nursing students. Conclusions: We found a satisfactory level of knowledge of vitamin D among first-year undergraduate medical students of a medical college when compared to similar studies. The majority of students from all three disciplines had average knowledge of vitamin D.

scholarly journals Effectiveness of Delivering Key Points in Biochemistry on improvement of academic performance and attitude of first year MBBS students

2021 ◽  
Vol 58 (2) ◽  
pp. 5631-5641
Author(s):  
Santhi Silambanan, Manikandan A, Kamalam R, Shalini L
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
First Year ◽  
Survey Questionnaire ◽  
Teaching Methodologies ◽  
Medical College ◽  
Institutional Ethics ◽  
Key Points ◽  
The Subject

Introduction: The undergraduate students have difficulty in achieving good academic performance in Biochemistry subject. In spite of using various teaching methodologies the teacher is not able to create interest in the subject as well as improve knowledge. This study was undertaken to assess the efficacy of delivering key points on the improvement in academic performance as well as changing their perception about Biochemistry amongst first year MBBS students.   Methods: The study was conducted by the Department of Biochemistry in Sri Ramachandra Medical College and Research Institute in the year 2016. Students of 2015 batch were provided with important points in the proper format which were prepared by the faculty. Formative assessment examination marks were compared with students of previous four batches. Also, the perception of delivery of key points was assessed. Ethics approval was obtained from the institutional ethics committee (IEC-NI/16/AUG/55/63). Statistical analysis was done using SPSS version16.0. p<0.05 was considered significant. No funding was obtained for conducting this study.   Results: There was significant increase in the performance of the students in the formative assessment examinations. The students’ responses were positive in more than 80% in all the items of the survey questionnaire.   Conclusion: There was improvement in the academic performance of the students. They said it was useful for understanding and preparing for the examinations.

Perception of Faculty Members in Clinical and Surgical Departments on Mini-CEX as an Assessment Tool for Undergraduate Students in a Medical College in Central Kerala

2021 ◽  
Vol 8 (29) ◽  
pp. 2661-2666
Author(s):  
Menon Narayanankutty Sunilkumar
Keyword(s):  
Standard Deviation ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Assessment Method ◽  
Faculty Members ◽  
Work Place ◽  
Medical College ◽  
College Setting

BACKGROUND The Mini-CEX (Mini clinical examination exercise) is a work place based assessment (WPBA) method used for the assessment of clinical skills. The present study attempts to study the different perceptions of faculty members of clinical and surgical departments in the medical college in using Mini-CEX as an assessment method in undergraduate students. METHODS This was a descriptive study done at Amala Institute of Medical Sciences, Thrissur for a period of three months.30 faculty members from various departments were requested to conduct the Mini-CEX sessions in their departments and these faculty members were assessed by another Observer from the same department. RESULTS The sample size was thirty. The faculty members with different experience levels were included in the study. They were also the observers mutually. The Mini-CEX was conducted in the hospital premises. The location varied. The duration of the Mini-CEX for a particular skill was noted in minutes. The mean in all 3 skills is around 7.9 with a standard deviation of about 1.2.This shows that the Mini-CEX duration is only about 6 to 8 minutes. The data reveals a mean of 5 minutes with a standard deviation of 1.0 for the feedback session. So in effect the whole session of Mini-CEX was over by about 11 to 13 minutes which is not a lengthy assessment session. 5 point Likert scale was used to analyse the perceptions of the faculty members in the role of examiner and observer as well. The results showed that Mini-CEX is feasible in the medical college setting and can be used for the formative assessment of undergraduate students. CONCLUSIONS Mini-CEX is well appreciated and valued by the examiner for assessment of undergraduate students. Direct observation of medical trainees with actual patients and Mini-CEX during busy clinical postings is feasible with good outcomes. Mini-CEX can be used for the formative assessment of undergraduate students. KEYWORDS WPBA, Mini-CEX, Faculty Perception, Undergraduate Students

scholarly journals Study of impact of vertical integration in medical education in a medical college of India

2017 ◽  
Vol 4 (9) ◽  
pp. 3328 ◽  
Author(s):  
Arun Singh ◽  
Rashmi Katyal ◽  
Shalini Chandra ◽  
Hari S. Joshi ◽  
Kashmir Singh
Keyword(s):  
Medical Education ◽  
Comparative Analysis ◽  
Undergraduate Students ◽  
Vertical Integration ◽  
Assessment Tools ◽  
P Value ◽  
Medical College ◽  
Medical Undergraduate ◽  
Medical Undergraduate Students ◽  
Paired T Test

Background: It is postulated that memory of basic sciences in medical curriculum and its correlation with clinical work among undergraduate students is less than expected, which drives into the dire necessity to vertically integrate the subjects. The aims and objectives of the study were to assess the impact of vertical integration of teaching among medical undergraduate students of a medical college and to assess the perceptions of the medical undergraduate students about the vertical integration of teaching during lecture classes in a medical college.Methods: Ninety six out of 119 second MBBS students had undergone vertically integrated sessions by six departments of a medical institute on assessment and management of diarrhoea using four interactive methods and two traditional teaching methods during April 2015 to September 2015 among the M.B.B.S. students of Rohilkhand Medical College and Hospital, Bareilly. Inclusion criteria were all the M.B.B.S. 2nd year students of 2013 batch were included in the study. Exclusion criteria were the M.B.B.S. students who were absent on the day of study were excluded. Competency of students was assessed using competency based assessment methods i.e. OSCE, OSPE, DOPS, SAQ and MCQs and their perceptions recorded using Likert’s Scale. Comparative analysis of pre and post-tests was done using paired t-test and ANOVA.Results: The difference between the mean value of the marks obtained by the medical students using the five assessment tools was found to be statistically significant (p value being <0.05) using paired t-test, showing improvement in competency. Vertical integration was strongly agreed upon as the best method by 45.8% on Likert scale. Comparative analysis of variance (ANOVA) of the assessment tools was also found to be highly significant (p value being <0.05).Conclusions: The indexed study derives us to a conclusion to incorporate vertical integration in our medical education in order to accomplish higher learning domains. 

scholarly journals Analysis of multiple choice questions from a formative assessment of medical students of a medical college in Delhi, India

2018 ◽  
Vol 7 (1) ◽  
pp. 174
Author(s):  
Richa Garg ◽  
Vikas Kumar ◽  
Jyoti Maria
Keyword(s):  
Formative Assessment ◽  
Item Analysis ◽  
Multiple Choice ◽  
Medical Knowledge ◽  
Discrimination Index ◽  
Multiple Choice Questions ◽  
Medical College ◽  
Best Response ◽  
Difficulty Index

Background: Assessment is a dominant motivator to direct and drive students learning. Different methods of assessment are used to assess medical knowledge in undergraduate medical education. Multiple choice questions (MCQs) are being used increasingly due to their higher reliability, validity, and ease of scoring. Item analysis enables identifying good MCQs based on difficulty index (DIF I), discrimination index (DI), and distracter efficiency (DE).Methods: Students of second year MBBS appeared in a formative assessment test, that was comprised of 50 “One best response type” MCQs of 50 marks without negative marking. All MCQs were having single stem with four options including, one being correct answer and other three incorrect alternatives (distracter). Three question paper sets were prepared by disorganizing sequence of questions. One of the three paper sets was given to each student to avoid copying from neighboring students. Total 50 MCQs and 150 distracters were analyzed and indices like DIF I, DI, and DE were calculated.Results: Total Score of 87 students ranged from 17 to 48 (out of total 50). Mean for difficulty index (DIF I) (%) was 71.6+19.4. 28% MCQs were average and “recommended” (DIF I 30-70%). Mean for discrimination index (DI) was 0.3+0.17. 16% MCQs were “good” and 50% MCQs were in “excellent” criteria, while rests of the MCQs were “discard/poor” according to DI criteria. Mean for distracter efficiency (DE) (%) was 63.4+33.3. 90% of the items were having DE from 100 to 33%. It was found that MCQs with lower difficulty index (<70) were having higher distracter efficiency (93.8% vs. 6.2%, p=0.004).Conclusions: Item analysis provided necessary data for improvement in question formulation and helped in revising and improving the quality of items and test also. Questions having lower difficulty index (<70) were significantly associated with higher discrimination index (>0.15) and higher distractor efficiency.

scholarly journals Correlation of MCQ subtypes with grading of performance among undergraduate students in a preclinical discipline

2017 ◽  
Vol 5 (2) ◽  
pp. 446
Author(s):  
Jayshri Ghate ◽  
Meenakshi Sinha ◽  
Ramanjan Sinha
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
Objective Assessment ◽  
Cognitive Domain ◽  
First Year ◽  
Multiple Choice Questions ◽  
Low Achieving Students ◽  
Different Types ◽  
Single Response

Background: Multiple choice questions (MCQs) remain an important tool for objective assessment in medical students wherein different types of MCQs reflect students’ performance towards various aspects of cognitive domain. Thus, all students may not perform with similar ability across all different types of MCQs. In this context, the current study aim to investigate whether performance of medical students in MCQ based assessment relates to the performance in different subtypes of MCQs in Physiology.Methods: Marks obtained in 65 MCQ during formative assessment by 145 first year MBBS students were segregated into four different types of standard MCQs attempted (i.e. Single Response-SRQ, Multiple Response-MRQ, Reason-Assertion-RAQ and Problem based-PBQ) while students were grouped into High, Medium and Low achievers (HA, MA and LA respectively) in relation to their total score.Results: Result showed highest scores in SRQ (69.00±11.6%, 57.34±11.12% and 40.11±13.03%) and PBQ (71.04±11.68%, 59.38±15.36% and 42.35±15.72%) but lowest in MRQ (49.16±11.58%, 41.39±12.42% and 30.78±14.10%) and RAQ (48.82±12.48%, 44.17±14.25% and 31.80±13.05%) for HA, MA and LA respectively with significant differences among all groups. However, total MCQ marks were significantly correlated with MRQ and PBQ for HA; with SRQ and MRQ for MA; and SRQ, MRQ and PBQ for LA.Conclusions: MRQ might have significant influence on the outcome of MCQ based assessment in differentiating between high and medium achievers, whereas both MRQ and PBQ shows potential to differentiate between high and low achieving students. This may be utilized for effective screening in summative assessments or progress of learning in formative assessment.

CORRELATION OF DIFFICULTY INDEX AND DISCRIMINATING INDEX IN MEDICAL STUDENT’S ASSESSMENT.

2021 ◽  
pp. 9-10
Author(s):  
Bhoomika R. Chauhan ◽  
Jayesh Vaza ◽  
Girish R. Chauhan ◽  
Pradip R. Chauhan
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Discriminating Power ◽  
Good Discriminator ◽  
Difficulty Index ◽  
The Relationship

Multiple choice questions are nowadays used in competitive examination and formative assessment to assess the student's eligibility and certification.Item analysis is the process of collecting,summarizing and using information from students' responses to assess the quality of test items.Goal of the study was to identify the relationship between the item difficulty index and item discriminating index in medical student's assessment. 400 final year medical students from various medical colleges responded 200 items constructed for the study.The responses were assessed and analysed for item difficulty index and item discriminating power. Item difficulty index an item discriminating power were analysed by statical methods to identify correlation.The discriminating power of the items with difficulty index in 40%-50% was the highest. Summary and Conclusion:Items with good difficulty index in range of 30%-70% are good discriminator.

scholarly journals A cross-sectional study to assess internet addiction among medical undergraduate students of government medical college in Agra, India

2020 ◽  
Vol 7 (11) ◽  
pp. 4578
Author(s):  
Khan I. Aqeel ◽  
S. K. Misra
Keyword(s):  
Undergraduate Students ◽  
Internet Addiction ◽  
Cross Sectional Study ◽  
Internet Usage ◽  
Government Medical College ◽  
Sectional Study ◽  
Cross Sectional ◽  
Medical College ◽  
Medical Undergraduate ◽  
Medical Undergraduate Students

Background: Internet has become an essential part of one’s life in this modern era where technology is taking over the world. Risk of Internet addiction (IA) has increased in this year 2020, due to Coronavirus disease 2019 (COVID-19) pandemic, where most of time students are restricted to their homes thus relying on social media to be in touch with outer world, moreover surfing of web, as well as online learning practices increased their screen and internet exposure time. Hence, we conducted a study to assess internet addiction among medical undergraduate students of Government Medical College in Agra.Methods: This descriptive cross-sectional study was conducted among 600 medical undergraduate students of S.N. Medical College, Agra. A self-administered, pre-validated questionnaire was used and a total of 488 students responded. E-questionnaire consist of questions about demographic information and internet usage pattern, it also contains Young’s IA test scale to measure internet addiction. Data obtained was analyzed and inferences were drawn.Results: The prevalence of IA was 61.5%. Mean ± Standard deviation (SD) age of the participants was 22.27±1.59 years and 48.36% were males. IA was significantly associated with male students, higher family income group and higher year of academic course. IA was also statistically significant with higher number of years since using internet, greater screen and internet usage time.Conclusion: Internet addiction is a growing problem among students of professional courses especially in medical colleges. IA has psychological, physical, and social impact on student’s life. So, it is necessary to develop strategies for prevention of internet addiction.

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