scholarly journals Perception of intern doctors about the newly introduced assessment system in the final professional MBBS examination

2017 ◽  
Vol 5 (1) ◽  
pp. 6-9
Author(s):  
Fatima Parveen Chowdhury ◽  
AKM Asaduzzaman ◽  
Tahmina Nargis ◽  
Chowdhury Nasrath Munir Abeer
Keyword(s):  
Medical Education ◽  
Formative Assessment ◽  
Descriptive Study ◽  
Assessment Method ◽  
Assessment System ◽  
Final Examination ◽  
Self Administered Questionnaire ◽  
Better Than ◽  
Medical Colleges

It was a descriptive study. The objective was to find out the perception of intern doctors regarding newly introduced assessment system in final professional MBBS examination which was held in July 2011. Data were collected from 500 inter doctors of selected medical colleges by using self administered questionnaire. It was found that majority (84%) of the respondent expressed their satisfaction with the newly introduced assessment method .Of the students 95.5% mentioned that SAQ is better than Essay questions. Inclusion of MCQ, SOE and OSCE in examination is worthy was opined by about 86.6%, 81.7%, 78% of the students respectively. Nearly eighty nine (89%) percent respondents thought that adding of a certain percentage of mark of formative assessment in final examination is better. About 29% of respondents said that examination phobia in oral /viva is not reduced by introducing SOE, 26.2% believed that all examinees are not judged in same standard by examiners by means of OSCE and 31% respondents believed that result of examination in SOE, some extent depends upon the examiners desire and intention. So, it reveals that the new assessment method is not implemented properly. Students also identified strengths and weakness of the new assessment.Bangladesh Journal of Medical Education Vol.5(1) 2014: 6-9

scholarly journals Perception of intern doctors about the newly introduced assessment system in the final professional MBBS examination

2014 ◽  
Vol 3 (1) ◽  
pp. 22-25
Author(s):  
Fatima Parveen Chowdhury ◽  
AKM Asaduzzaman ◽  
Tahmina Nargis ◽  
Chowdhury Nasrath Munir Abeer
Keyword(s):  
Medical Education ◽  
Formative Assessment ◽  
Descriptive Study ◽  
Assessment Method ◽  
Assessment System ◽  
Final Examination ◽  
Self Administered Questionnaire ◽  
Better Than ◽  
Medical Colleges

It was a descriptive study. The objective was to find out the perception of intern doctors regarding newly introduced assessment system in final professional MBBS examination which was held in July 2011. Data were collected from 500 inter doctors of selected medical colleges by using self administered questionnaire. It was found that majority (84%) of the respondent expressed their satisfaction with the newly introduced assessment method .Of the students 95.5% mentioned that SAQ is better than Essay questions. Inclusion of MCQ, SOE and OSCE in examination is worthy was opined by about 86.6%, 81.7%, 78% of the students respectively. Nearly eighty nine (89%) percent respondents thought that adding of a certain percentage of mark of formative assessment in final examination is better. About 29% of respondents said that examination phobia in oral /viva is not reduced by introducing SOE, 26.2% believed that all examinees are not judged in same standard by examiners by means of OSCE and 31% respondents believed that result of examination in SOE, some extent depends upon the examiners desire and intention. So, it reveals that the new assessment method is not implemented properly. Students also identified strengths and weakness of the new assessment. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18592 Bangladesh Journal of Medical Education Vol.3(1) 2012: 22-25

scholarly journals Influence of formative assessment on summative assessment in undergraduate medical students

2017 ◽  
Vol 4 (1) ◽  
pp. 16-19
Author(s):  
Nazma Begum ◽  
Sakhawat Hossain ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Descriptive Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Written Test ◽  
Self Administered Questionnaire ◽  
Medical Colleges

This cross sectional descriptive study was carried out to determine the students' view about the influence of formative assessment on summative assessment The study was carried out from July 2009 to June 2010 over 300 intern doctors of Medicine and Paediatrics department of two government and two private medical colleges. Data were collected through self administered questionnaire. The questionnaire included different opinion about the influence of formative assessment on summative assessment and were rated using the 5 point Likert's scale. This study revealed that feedback from formative assessment to the students is important to supplement and modify teaching by the teachers. Students' fear is for summative assessment is reduced by formative assessment Written test, VIVA/SOE and OSCE/OSPE of formative assessment greatly improves the results of summative assessment Students opined that to improve the formative assessment the number of teachers should be increased, teachers should be trained up, teachers should give more time to the students and optimum feedback should be provided to the students. Frequency of formative assessment should remain as it is. Twenty to twenty five percent marks from formative assessment should be added to the summative assessment.Bangladesh Journal of Medical Education Vol.4(1) 2013: 16-19

scholarly journals Difficulties Faced by Science Teachers in Selected Public Schools in Kuwait: A Descriptive Study

2019 ◽  
Vol 6 (2) ◽  
pp. 31-48 ◽  
Author(s):  
Ebrahim Abdullah Al-Kandari ◽  
Tahraoui Ramdane ◽  
Mohamad Sahari Nordin
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Science Teachers ◽  
Student Assessment ◽  
Descriptive Study ◽  
School Management ◽  
Assessment System ◽  
Science Laboratory ◽  
Male And Female ◽  
Self Administered Questionnaire

There are numerous difficulties associating with the teaching process in the secondary public schools in Kuwait. The aim of the study is to determine some of the difficulties facing science teachers in secondary schools of Mubarak AL Kabeer governorate in Kuwait. The difficulties encountered by science teachers in secondary schools were examined under these issues: curriculum objectives, student assessment system, school management and science laboratory. Seventy-seven science teachers were chosen randomly from secondary schools in Mubarak AL Kabeer governorate. A structured pretested self-administered questionnaire in Arabic was used to collect data for this study. The analyzed data indicated that both male and female science teachers have difficulties with the curriculum objectives, student assessment system, school management and science laboratory. This study suggested number of recommendations for teachers and administrators in secondary schools

scholarly journals Evaluation of a collaborator objective structured clinical examination (COSCE) in postgraduate medical education

2021 ◽  
Vol 22 (1) ◽  
pp. 1-14
Author(s):  
Vernon Curran ◽  
Adam Reid ◽  
Heidi Coombs ◽  
Pam Pike ◽  
James Farrell ◽  
...  
Keyword(s):  
Medical Education ◽  
Formative Assessment ◽  
Interprofessional Collaboration ◽  
Postgraduate Medical Education ◽  
Peer Assessment ◽  
Assessment Method ◽  
Clinical Encounter ◽  
Student Groups ◽  
Before And After ◽  
Intrinsic Roles

Background: Effective intra- and interprofessional collaboration abilities are necessary for safe and effective medical care, however such roles are often informally taught in postgraduate medical education with lack of opportunity for practice and feedback. The Objective Structured Clinical Encounter (OSCE) is a common approach in medical education. Adaptations of the OSCE have been found useful in the assessment of collaborator competencies amongst interprofessional student groups and assessment of intrinsic roles, like collaboration.Objective: The purpose of this study was to evaluate the effectiveness of a Collaborator Objective Structured Clinical Encounter (COSCE) as a method of formative assessment on collaborator competencies for postgraduate trainees. Methods: This study involved a one group, pretest-posttest evaluation conducted in 2018. PGY1 residents completed a Team Skills Scale immediately before and after COSCE participation, completed an evaluation survey to report satisfaction, and were assessed by facilitators and peer assessors using a COSCE rubric.Results: Residents reported significant improvement in their pre (N=35) to post-team skills (N=37) scores and an overall positive level of satisfaction with the COSCE experience (N=37/39, 94.9% response rate). Transfer of care skills (e.g., handover) demonstrated the lowest performance scores across all COSCE stations. Peer assessor (N = 204) and facilitator scores (N = 47) also indicated a moderate level of interrelatedness. Conclusion: A COSCE is a feasible method of formative assessment, fostering reflection and learning, and providing feedback on collaborator skills early in postgraduate medical education. Peer assessment may also hold promise as a formative assessment method on intra- and interprofessional collaboration.

scholarly journals Feedback on Formative Assessments in Undergraduate Medical Education of Bangladesh

1970 ◽  
pp. 18-22
Author(s):  
Kazi Khairul Alam ◽  
Shamsun Nahar Begum ◽  
Tahmina Nargis ◽  
Md Faruque
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Formative Assessment ◽  
Undergraduate Curriculum ◽  
Descriptive Study ◽  
Formative Assessments ◽  
Not Given ◽  
Undergraduate Medical Students ◽  
Assessment Feedback ◽  
Giving Feedback

The study was conducted to examine the extent and methods of giving feedback by teachers after the formative assessments to the undergraduate medical students of Bangladesh.This descriptive study was conducted in four purposively selected medical colleges of Dhaka. Views of 174 teachers and 332 students were collected through self-administered semi-structured questionnaires for this purpose.It was found that majority of the teachers perceived that through feedback students find out their weaknesses and thereby can perform better in future. It was also found that feedback was not given in most of the cases by the teachers to their students. The methods of giving feedback were not perfect all together.To ensure feedback after the formative assessments teachers should be motivated and trained up and it should be mentioned in the curriculum that feedback is mandatory. Key words: Formative assessment; Feedback; Medical education of Bangladesh; Assessments in medical education; Undergraduate curriculum Bangladesh. DOI: 10.3329/bjpp.v25i1.5741Bangladesh J Physiol Pharmacol 2009; 25(1&2) : 18-22

scholarly journals Views of Medical Teachers Regarding the Need of Training or Course on Medical Education

2014 ◽  
Vol 2 (2) ◽  
pp. 7-11
Author(s):  
SM Idris Ali ◽  
Md Humayun Kabit Talukder ◽  
Momena Khatun ◽  
Rowsan Ara Khanom ◽  
Md Abdal Miah ◽  
...  
Keyword(s):  
Medical Education ◽  
Training Program ◽  
Quantitative Study ◽  
Education System ◽  
Refresher Training ◽  
Medical Education System ◽  
Self Administered Questionnaire ◽  
Purposive Sample ◽  
Medical Teachers ◽  
Medical Colleges

Background Medical education in Bangladesh is poorly assessed and there is a general lack of documented knowledge about the challenges facing this field and the needs for its development. This study aimed to assess the need of medical education training or course for the teachers of medical colleges. Methods A quantitative study based on a self-administered questionnaire of a purposive sample of 204 teachers of different medical colleges was conducted from 1st July, 2011 to 30th June 2012 to explore their views regarding the training or course in medical education. Results The study revealed that majority (98.5%) of respondents showed their interest for training or course on medical education. Among them 61% preferred a regular course, 29% desired for training program and 10% for refresher training on medical education. Most of the respondents (68%) agreed that there are some barriers to participate in a training or course on medical education. Conclusions The existing medical education system face significant problems and it needs important and comprehensive improvements in or course on medical education. There is a need for further research in this field to explore the identified problems in a more in-depth manner in order to better understand of the problems and needs of training or course on medical education. DOI: http://dx.doi.org/10.3329/bjme.v2i2.18135 Bangladesh Journal of Medical Education Vol.2(2) 2011: 7-11

scholarly journals COMPARATIVE STUDY OF THE RESULTS OF THE M.B.B.S 1ST YEAR STUDENTS OF ALL THE MEDICAL COLLEGES OF MADHYA PRADESH”

2020 ◽  
pp. 74-76
Author(s):  
Chouhan Vijay ◽  
Parmar Narayan ◽  
Manish Patil ◽  
Jain Ravi
Keyword(s):  
Medical Education ◽  
Private Colleges ◽  
First Year ◽  
Medical Council ◽  
Government Medical College ◽  
Medical College ◽  
Physiology And Biochemistry ◽  
First Year Medical Students ◽  
Better Than ◽  
Medical Colleges

Introduction: First year medical students were taught Anatomy, Physiology, and Biochemistry. The Medical Council of India (MCI) provides common syllabus and examination patterns all over the country. The purpose of study is to compare the results of 1st year MBBS students in government and private medical schools. Methods: This was a retrospective analysis of examination results of the three subjects. MCI regulations suggests that a student must obtain 50% in aggregate with a minimum of 50% in Theory (written- Paper I and II) including viva voice and minimum of 50% in practical in each subject for a pass. Results: Passing percentage of students of government medical college is 78% while that of private medical college is 63%. Compartment percentage of government medical college students is 20.3% while that of private colleges is 30%.Distinction holder among passing students in government medical college is 14% while that of private medical college is 11%. Conclusion: In our study we compare the results of 1st year M.B.B.S students of both government and private medical colleges and it is surprising that instead of same medical education the performance of students of government medical colleges is better than that of private medical colleges.

Contextual Learning Approach and Performance Assessment in Mathematics Learning

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
I Wayan Eka Mahendra
Keyword(s):  
Formative Assessment ◽  
Performance Assessment ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Better Than ◽  
A Performance

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly. 

scholarly journals SEM-PLS Approach to Green Building

Encyclopedia ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 472-481
Author(s):  
Nasim Aghili ◽  
Mehdi Amirkhani
Keyword(s):  
Structural Equation ◽  
Green Building ◽  
Well Being ◽  
The United States ◽  
Assessment Method ◽  
Assessment System ◽  
Renewable Materials ◽  
Sustainable Building ◽  
Building Operation ◽  
The Impact

Green buildings refer to buildings that decrease adverse environmental effects and maintain natural resources. They can diminish energy consumption, greenhouse gas emissions, the usage of non-renewable materials, water consumption, and waste generation while improving occupants’ health and well-being. As such, several rating tools and benchmarks have been developed worldwide to assess green building performance (GBP), including the Building Research Establishment Environmental Assessment Method (BREEAM) in the United Kingdom, German Sustainable Building Council (DGNB), Leadership in Energy and Environmental Design (LEED) in the United States and Canada, Comprehensive Assessment System for Built Environment Efficiency (CASBEE) in Japan, Green Star in Australia, Green Mark in Singapore, and Green Building Index in Malaysia. Energy management (EM) during building operation could also improve GBP. One of the best approaches to evaluating the impact of EM on GBP is by using structural equation modelling (SEM). SEM is a commanding statistical method to model testing. One of the most used SEM variance-based approaches is partial least squares (PLS), which can be implemented in the SmartPLS application. PLS-SEM uses path coefficients to determine the strength and significance of the hypothesised relationships between the latent constructs.

scholarly journals Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

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