scholarly journals Evaluation of OSPE in FCPS Part II (Obs/Gynae) Examination Conducted by Bangladesh College of Physicians and Surgeons

2017 ◽  
Vol 4 (1) ◽  
pp. 8-15
Author(s):  
Fahmida Zabin ◽  
Soofia Khatoon ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Assessment System ◽  
Assessment Tools ◽  
Cross Sectional ◽  
Clinical Competencies ◽  
Fair Process ◽  
Practical Examination ◽  
Wide Range ◽  
Content Coverage ◽  
Method Of Assessment

Assessment plays a major role in the process of medical education. The clinical examination plays a key role in the assessment of students' competence to practice medicine. The conventional method of assessment does not include the assessment of clinical psychomotor skill, which students are learning throughout their clinical postings .The judgement of students performances is purely subjective and the same performance is graded differently by different examiners. A major advances in this area has been the formulation of an objective structured clinical/practical examination (OSCE/OSCE), which has been implemented successfully. The objectives of this study were to evaluate OSPE in FCPS part II exam in Obs and Gynae conducted by Bangladesh College of Physicians and Surgeons (BCPS) in terms of exploration of quality of assessment tools as well as the opinion of the students and the examiners regarding OSPE. A cross-sectional observational study was conducted among 150 students appearing in FCPS part II examination in Obs and Gynae of Bangladesh College of Physicians and Surgeons . Among the examiners 30 were included in the study. Study instrument consisted of two sets of self- administered questionnaires, one for the students and one for the examiners. Attitudes of students and examiners were collected by a grading scale (Likert scale). Different stations were analyzed by criteria of content coverage, skills assessed, clarity of languages, dominant domain assessed and time allocated for the task. By analyzing the results of three sessions it shows that the percentage of pass varies from ten to fourteen percent .The overall opinion regarding OSPE shows that 54 percent of the students strongly agreed that this assessment system is a comprehensive one. About thirty seven percent and forty percent of students agreed on that it can assess wide range of knowledge and clinical competencies respectively .However student felt that clinical competencies respectively .However student felt that it was a strong anxiety producing experience. And concerns were expressed regarding the ambiguity of some questions and inadequacy of time for expected tasks in some stations. The majority of the students felt they were well oriented about the exam and that the required tasks were consistent with the actual curriculum that they were taught. Ninety percent of examiners strongly agreed that it is a comprehensive system of assessment. Majority strongly agreed that it's a useful method of identifying gaps and weaknesses in competencies. About seventy percent agreed that checklists were well prepared. But forty percent had the opinion that there was some ambiguity of languages and ambiguity of instructions. OSPE quality evaluation showed coverage of content was adequate. Most of the domain assessed was psychomotor domain. In conclusion, both students and examiners agreed that the assessment was comprehensive and it was an objective and fair process. Overall opinions suggested that OSPE were restrictive, non discriminative and simplistic. The very nature of OSPE made it different from the traditional method. It was very much comprehensive and valid, covers a wide range of contents including practical skills.Bangladesh Journal of Medical Education Vol.4(1) 2013: 8-15

scholarly journals Evaluation of Pharmacology Written Question Papers of MBBS Professional Examinations

2017 ◽  
Vol 8 (2) ◽  
pp. 12-17 ◽  
Author(s):  
Dipak Kumer Paul Chowdhury ◽  
Debashish Saha ◽  
Md Humayun Kabir Talukder ◽  
Md Ahsan Habib ◽  
AFM Saiful Islam ◽  
...  
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Descriptive Study ◽  
Cross Sectional ◽  
Significant Difference ◽  
Different Types ◽  
Content Coverage

This cross sectional descriptive study was conducted to observe the quality of Pharmacology professional written question papers of Bangladesh University of Professionals (BUP), University of Chittagong (CU), University of Dhaka (DU), Rajshahi University (RU) and Shahjalal University of Science & Technology (SUST). For this purpose total 82 SAQ papers of five universities dated from January 2007 to July 2015 were reviewed. Question papers were reviewed to find out the coverage of recall, understanding and problem solving type questions, content coverage and presence of marking scheme in SAQ papers. Mean percentage of recall, understanding and problem questions were 54.3%, 44% and 01.7% respectively in SAQ papers. Mean of the recall questions of SUST statistically significantly differed from curriculum standard 60%. Other universities had no significant differences with the standard. Mean of the understanding questions of all the universities statistically significantly differed from curriculum standard 30% except BUP. There was statistically significant difference between mean of the problem solving questions of all the universities and curriculum standard 10% . Most of the SAQ papers (62%) were without problem based questions. No question paper was found having different types question as per curriculum standard. Total 15(18.3%) SAQ papers contained 100 % topics (all the 11 groups). Thirty nine (47.6) contained 10 groups and 22% contained 9 groups out of 11. Twelve percent SAQ papers contained less 80% topics Total 29 (35.4%) SAQ papers of all the universities showed marking scheme on the questions papers, rest 64.6% were devoid of it. Maximum 87.5% SAQ papers of RU had marking scheme. Findings of this study may be used to redefine the distribution of different types question in SAQ papers and to improve the quality of question papers by ensuring their coverage.Bangladesh Journal of Medical Education Vol.8(2) 2017: 12-17

scholarly journals Opinion of 3rd year medical students about assessment system in 1st professional MBBS examination in Bangladesh

2016 ◽  
Vol 44 (2) ◽  
pp. 92-96
Author(s):  
AKM Asaduzzaman ◽  
Nirjhar Mandal Aloy ◽  
Nibedita Aich
Keyword(s):  
Medical Students ◽  
Cross Sectional Study ◽  
Assessment Method ◽  
Assessment System ◽  
Oral Exam ◽  
Sectional Study ◽  
Cross Sectional ◽  
Practical Examination ◽  
Written Examination ◽  
Short Answer Question

This descriptive cross-sectional study was carried out on 384 third year medical students from 6 government and 6 non-government medical colleges to find out the opinion regarding newly introduced assessment system in the 1st professional MBBS examination which was held in January 2012. It was found that majority (75%) of the respondents expressed their satisfaction with the newly introduced assessment system. Ninety one percent students opined that short answer question in written examination had inclined students to understand content rather than memorization. Eighty nine percent and eighty six percent respondents expressed their opinion in favor of MCQ and objective structured practical examination respectively. Majority (82.03%) students opined that inclusion of structured oral examination (SOE) instead of traditional oral exam was better. Nearly 87% respondents thought that adding of a certain percentage of mark of formative assessment was a positive initiative. On the other hand, 35% students felt that examination phobia in oral or viva is not reduced by introducing SOE, 27% believed that all examination are not judged in same standard by the examiners by means of OSPE and 24% respondents believed that result of SOE depends, to some extent, upon examiners desire and intension. So, it revealed that the new assessment method is not implemented properly, teachers were not trained accordingly and students were not aware about the new assessment method.Bangladesh Med J. 2015 May; 44 (2): 92-96

scholarly journals ASSESSMENT

2016 ◽  
Vol 23 (02) ◽  
pp. 213-216
Author(s):  
Uzma Awan ◽  
Uzma Ahsan
Keyword(s):  
Teaching And Learning ◽  
Dental Materials ◽  
Cross Sectional Study ◽  
Assessment Method ◽  
Clinical Knowledge ◽  
Sectional Study ◽  
Cross Sectional ◽  
Practical Examination ◽  
First Choice ◽  
Method Of Assessment

Introduction: Assessment results have been proved as major hallmark for theprogress or regression of teaching and learning. University of Health Sciences is the examiningbody to assess the students of B.D.S. by four methods; MCQs, SEQs, VIVA and OSCE/OSPE.The oral examination is an important part of the practical examination that helps assess threeareas which are clinical knowledge, cognitive and professional skills. Objectives: purpose ofthis study was to explore student’s perspective on viva as an assessment method for subject ofscience of dental materials. Study design: cross-sectional study. Period: Started in November2014 completed in December 2015. Setting: Questionnaire was filled by B.D.S. 2nd professionalstudents of three dental colleges of Lahore of private sector. Sharif medical and dental collegeLahore. CMH dental college Lahore. University College of medicine and dentistry. University ofLahore. Methodology: 120 students from three different institutions were included in this study.30.9% of the students were boys whereas 69.1 % were girls. All students were interviewed abouttheir choice of assessment among the routine methods of assessment; MCQ, SEQ, Viva andOSPE. Results: 15% of the students replied MCQ to be their first choice of assessment. SEQwas selected as first choice of assessment by 26.6% of the students. 56.6% were in the favourof OSPE whereas only 1.7 % students were in the favour of viva examination. Conclusion: Theoral examination has intrinsic weakness of low reliability and objectivity. Structuring the vivaexamination can be implemented and improve viva method of assessment.

scholarly journals Widespread Cognitive Deficits in Alcoholism Persistent Following Prolonged Abstinence: An Updated Meta-analysis of Studies That Used Standardised Neuropsychological Assessment Tools

2019 ◽  
Vol 35 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Simon F Crowe ◽  
Davide M Cammisuli ◽  
Elizabeth K Stranks
Keyword(s):  
Cognitive Deficits ◽  
Neuropsychological Tests ◽  
Cognitive Deficit ◽  
Meta Analysis ◽  
Neuropsychological Test ◽  
Assessment Tools ◽  
Cross Sectional ◽  
Memory Functioning ◽  
Wide Range

Abstract Objective This study presents an updated meta-analysis replicating the study of (Stavro, K., Pelletier, J., & Potvin, S. (2013). Widespread and sustained cognitive deficits in alcoholism: A meta-analysis. Addiction Biology, 18, 203–213. doi:10.1111/j.1369-1600.2011.00418.x) regarding the cognitive functioning of alcoholics as a function of time abstinent. Methods A total of 34 studies (including a total of 2,786 participants) that met pre-determined inclusion and exclusion criteria were included in the analyses. The alcoholics were categorised into recently detoxified alcoholics (0–31 days sober), alcoholics 32–365 days sober and alcoholics >365 days sober consistent with the previous study. The current study employed more stringent control on the tests included in the analysis to include only those tasks described in contemporary neuropsychological test compendia. Forty-seven percent of the papers surveyed were not include in the previous meta-analysis. Results The results indicated that there was a diffuse and pervasive pattern of cognitive deficit among recently detoxified alcoholics and that these deficits, particularly with regard to memory functioning, persisted even in longer term abstinent alcoholics. This was inconsistent with the prior meta-analysis which contended that significant cognitive recovery was possible after as little as 1 year. Conclusion The persisting cognitive deficits were noted across a wide range of cognitive functions, supporting the notion of a diffuse rather than a specific compromise of cognition in alcoholism following discontinuation, as measured using standardised neuropsychological tests. Limitations on the finding included the fact that it was a cross-sectional rather than a longitudinal analysis, was subject to heterogeneity of method, had low representation of females in the samples, and had fewer studies of long-term sober samples.

scholarly journals A97 TOOLS FOR DIRECT OBSERVATION AND ASSESSMENT OF COLONOSCOPY: A SYSTEMATIC REVIEW OF VALIDITY EVIDENCE

2021 ◽  
Vol 4 (Supplement_1) ◽  
pp. 71-73
Author(s):  
R Khan ◽  
E Zheng ◽  
S B Wani ◽  
M A Scaffidi ◽  
T Jeyalingam ◽  
...  
Keyword(s):  
Medical Education ◽  
Direct Observation ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Research Quality ◽  
Competency Assessment ◽  
Validity Evidence ◽  
Unified Framework ◽  
Maximum Score ◽  
Wide Range

Abstract Background An increasing focus on quality and safety in colonoscopy has led to broader implementation of competency-based educational systems that enable documentation of trainees’ achievement of the knowledge, skills, and attitudes needed for independent practice. The meaningful assessment of competence in colonoscopy is critical to this process. While there are many published tools that assess competence in performing colonoscopy, there is a wide range of underlying validity evidence. Tools with strong evidence of validity are required to support feedback provision, optimize learner capabilities, and document competence. Aims We aimed to evaluate the strength of validity evidence that supports available colonoscopy direct observation assessment tools using the unified framework of validity. Methods We systematically searched five databases for studies investigating colonoscopy direct observation assessment tools from inception until April 8, 2020. We extracted data outlining validity evidence from the five sources (content, response process, internal structure, relations to other variables, and consequences) and graded the degree of evidence, with a maximum score of 15. We assessed educational utility using an Accreditation Council for Graduate Medical Education framework and methodological quality using the Medical Education Research Quality Instrument (MERSQI). Results From 10,841 records, we identified 27 studies representing 13 assessment tools (10 adult, 2 pediatric, 1 both). All tools assessed technical skills, while 10 assessed cognitive and integrative skills. Validity evidence scores ranged from 1–15. The Assessment of Competency in Endoscopy (ACE) tool, the Direct Observation of Procedural Skills (DOPS) tool, and the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT) had the strongest validity evidence, with scores of 13, 15, and 14, respectively. Most tools were easy to use and interpret and required minimal resources. MERSQI scores ranged from 9.5–11.5 (maximum score 14.5). Conclusions The ACE, DOPS, and GiECAT have strong validity evidence compared to other assessments. Future studies should identify barriers to widespread implementation and report on use of these tools in credentialing purposes. Funding Agencies None

Comparison of prevalence of pain symptoms and completion rates using a patient-reported outcomes (PRO) tool of pain in palliative and curative patients.

2015 ◽  
Vol 33 (29_suppl) ◽  
pp. 78-78
Author(s):  
Sabrina Yeung ◽  
Catherine Brown ◽  
Andrea Perez Cosio ◽  
Yvonne Leung ◽  
Mindy Liang ◽  
...  
Keyword(s):  
Brief Pain Inventory ◽  
Symptom Assessment ◽  
Assessment System ◽  
Assessment Tools ◽  
Completion Rates ◽  
Curative Intent ◽  
Wide Range ◽  
Patient Reported ◽  
Prevalence Of Pain ◽  
Pain Symptoms

78 Background: Regular self-reporting of symptoms using validated computerized assessment tools can improve individualized symptom management. Yet there are concerns that palliative patients who may benefit most from such self-reporting may be reluctant to adopt such approaches or have barriers to proper reporting. We compared actual prevalence and completion rates of a PRO-tool between patients being managed with a palliative (PAL) or curative intent (CUR). Methods: A pain PRO-tool was administered cross-sectionally using tablet technology across outpatient clinics in a comprehensive cancer centre. Questions were adapted from the Brief Pain Inventory (BPI) and Edmonton Symptom Assessment System (ESAS), recording responses on pain severity and interference in life. PRO-tool completion rates and prevalence of pain symptoms were compared between CUR and PAL. Results: Of 200 patients, 82 were PAL and 118 were CUR; median age was 60 (21-86) years; 48% were female. A greater proportion of PAL were found with gastrointestinal, gynecological and lung cancers than CUR (p = 0.04). Each question had greater than 95% completion rates for both groups, capturing a wide range of scores. 16% of PAL reported no pain as their worst pain in the last 24 hours as opposed to 31% of CUR (p = 0.02). 82% (PAL) and 68% (CUR) reported their average pain as being at least “some pain” (p = 0.03), and there were no differences in the proportion of patients reporting interference with their general activity between PAL and CUR (p > 0.05). Presence of current pain was equivocal when assessed via the ESAS adapted question (76% PAL vs 66% CUR, p = 0.16), but was significantly different when assessed using the BPI adapted question (72% PAL vs 56% CUR; p = 0.02). Conclusions: A Pain PRO-tool was completed with similarly high rates in PAL and CUR patients. As expected, prevalence of recent and current pain was high in both groups, and in some instances, higher in PAL than CUR patients. These results suggest that a Pain PRO-tool could be implemented with ease in the palliative setting, and would capture pain comprehensively.

scholarly journals Assessing professional and clinical competence: the way forward†

2006 ◽  
Vol 12 (2) ◽  
pp. 81-89 ◽  
Author(s):  
Nick Brown ◽  
Monica Doshi
Keyword(s):  
Medical Education ◽  
Clinical Skills ◽  
Postgraduate Medical Education ◽  
Rapid Development ◽  
Assessment System ◽  
Assessment Tools ◽  
Assessment Process ◽  
Junior Doctors ◽  
Recent Developments ◽  
The Uk

Recent developments in postgraduate medical education for the training of junior doctors in the UK necessitate changes in all parts of the curriculum, including the assessment system. There is a move away from the limited, traditional one-off assessment towards multidimensional, broader assessments of a doctor's longer-term performance. This is accompanied by the rapid development of assessment tools, collectively termed workplace-based assessments, and is in keeping with an outcome-based approach to medical education and its increasing professionalisation. In addition to clinical skills, other aspects of being a good practitioner are being assessed, including team-working, working with colleagues and patients, probity and communication skills. Using a combination of tools gives the assessment process high validity. Of the many challenges posed by these changes is the need for data on their reliability in psychiatry. There must be a clear process for applying assessments, national standardisation and training for those using asessment tools.

scholarly journals Objective structured clinical examination for formative assessment of final year part-1 MBBS students

2017 ◽  
Vol 5 (1) ◽  
pp. 313
Author(s):  
Sunil Pal singh Chajhlana ◽  
Manoj Aravind Bhumi ◽  
Rama Krishna Narashima Mahabhashyam ◽  
Sai Ram A. ◽  
Maruti Sarma Mannava Varaprasada
Keyword(s):  
Medical Education ◽  
Formative Assessment ◽  
Clinical Examination ◽  
Clinical Competence ◽  
Traditional Method ◽  
Assessment Tool ◽  
Objective Structured Clinical Examination ◽  
Practical Examination ◽  
Method Of Assessment ◽  
Learning Score

Background: The aim of medical education is to develop overall medical student’s clinical competency at all the levels. Practical examinations play a major role in the overall assessment of the cognitive, affective as well as psychomotor domains of the individuals. Different variability in clinical examination, student’s variability, the examiner’s variability and the patient’s variability and the attitude towards disease may have effect on the assessment of the students. Objective structured clinical examination (OSCE) was designed to test the clinical competence by bed side while simultaneously improving objectivity and reliability. The objectives of the study were to assess the effectiveness of OSCE for assessment tool as compared to traditional method of assessment; to know the perception of students participated toward OSCE. Methods: Study was conducted among a batch of 25 students of VIth semester student posted in Department of Community medicine. After undergoing traditional method of examination, all the participating students underwent OSCE and the marks were recorded. Student’s perception regarding OSCE was recorded using a questionnaire. Results: Marks scored by the students in OSCE were significantly higher than traditional practical examination. 92% students agree that OSCE useful tool in overall assessment of the student, better form of assessment & learning, easy to pass and score better marks than traditional method of examination. Conclusions: OSCE useful tool in overall assessment of the student, better form of assessment & learning, score better marks and has less emotional stress in OSCE, when compared to viva voce. 

scholarly journals Evaluation of Pharmacology MCQ Papers of MBBS Professional Examinations

2022 ◽  
Vol 13 (1) ◽  
pp. 49-57
Author(s):  
Dipak Kumer Paul Chowdhury ◽  
Debashish Saha ◽  
Md Ahsan Habib
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Descriptive Study ◽  
Clinical Scenario ◽  
Single Word ◽  
Cross Sectional ◽  
The Mean ◽  
Content Coverage

This cross sectional descriptive study was conducted to observe the quality of Pharmacology professional MCQ papers of different Universities of Bangladesh. For this purpose, total 80 MCQ papers of five universities dated from January 2007 to July 2015 were reviewed against a checklist to find out the coverage of recall, understanding and problem solving type questions, content coverage and construction of each question. The mean of recall, understanding and problem based type questions of all the universities were 92.1, 7.8 and 0.1 respectively and all of them statistically significantly differed from curriculum standard. All of the MCQ papers contained more than 75% recall type questions and 27.5% MCQ papers had only recall questions, Only 1(1.2%) MCQ papers contained 100 % topics (all the 11 groups). Eighteen (22.5%) contained 10 groups and 26.3% contained 9 groups out of 11. Forty percent MCQ papers contained less than 80% topics. Most of the stems of the MCQ were in the form of incomplete sentence (53.5%), 28.4% were in the form of complete statement and 16.8% were in the form of single word. Only 0.4% stem were in the form of clinical scenario. Fifty (62.5%) MCQ papers had defective stems and 68.75% had defective options. Total 14 (17.5%) MCQ papers were without any flaw but the rest 88.5% MCQ papers were with flaws either defective stem or faulty options or both. Findings of this study may be used to redefine the distribution of different type of questions in SAQ papers and to improve the quality of question papers by ensuring their coverage. Bangladesh Journal of Medical Education Vol.13(1) January 2022: 49-57

scholarly journals Doctors’ view about status of Teaching & Learning of Psychiatry at Undergraduate Medical Education in Bangladesh

2021 ◽  
Vol 12 (2) ◽  
pp. 18-22
Author(s):  
M Kumrul Hasan ◽  
Muqbula Tasrin Aktar ◽  
Ara SA ◽  
Fuad Reajwan Kabir ◽  
Md Rafiqul Islam
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Behavioral Science ◽  
Medical Curriculum ◽  
Sampling Technique ◽  
Undergraduate Curriculum ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Content Coverage ◽  
Teaching Learning

This descriptive type of cross-sectional study was carried out at different Upazilla levels hospitals of Dhaka, Chattogram, Khulna, Sylhet, Rajshahi, Barisal & Rangpur divisions. It was conducted to find out the views of the doctors serving at primary health care level about the status of teaching & learning of Psychiatry at undergraduate medical education level in Bangladesh. The contents, teaching-learning hours, teaching-learning methods & assessment needed for Psychiatry of undergraduate medical curriculum 2002 & 2012 of Bangladesh were also reviewed & compared by the researcher. The study period was July 2019 to June 2020. A self-administered semi-structured questionnaire with five-point Likert scale was used. Convenience sampling technique was adopted & total 307 doctors participated in this study with their valuable opinions. After reviewing and comparing of undergraduate curriculum 2002 & 2012, it was found that content coverage & 20 hours lecture in psychiatry was same in both curricula. But block posting was reduced from 5 days to 3 days & ward placements was reduced from 4 weeks to 3 weeks in the curriculum of 2012 from curriculum of 2002. In curriculum 2002, there were 17.5 marks in written and 01 OSCE station in practical for Psychiatry and one examiner from either Psychiatry or Dermatology in paper II of Medicine in final professional MBBS examination. But there is no such provision for psychiatry in curriculum 2012. Among 307 doctors, 287 (86.9%) agreed that behavioral science should be taught by Psychiatrist instead of Community Medicine Specialist. Only 36 (11.8%) respondents agreed that their learning & training in psychiatry were sufficient during MBBS. Although, 227 (73.9%) doctors agreed that in their practice, a major portion of the patients were suffering from psychiatric problem, only 84 (27.4%) of them were confident enough to manage common Psychiatric cases. Among respondents, 238 (77.6%) agreed that placement of MBBS students in psychiatry should be from 3rd year and 260 (84.7%) agreed that Psychiatry should be given more weightage in MBBS curriculum. Around 180 (58.4%) doctors agreed that Psychiatry should be a separate subject as per standard set by WFME. Regarding examinership, 69% (212) respondents agreed that there should be one examiner from psychiatry in MBBS final Professional examination and 86.9% (267) of the respondents agreed that the Psychiatric part of MBBS curriculum should be updated immediately. The study recommended to update the psychiatric portion of MBBS Curriculum considering psychiatry as a separate subject as per the directive of WFME & like many countries of the world. Bangladesh Journal of Medical Education Vol.12(2) July 2021: 18-22

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