scholarly journals Comparison of Two Practical Examination Techniques in Osteology for First-Year MBBS

2019 ◽  
Vol 02 (10) ◽  
pp. 308-311
Author(s):  
Suchitkumar Kamkhedkar ◽  
Shilpa Kolhe ◽  
Jyoti Narkhede ◽  
Rupali Gajare ◽  
Sundaram Kartikeyan ◽  
...  
Keyword(s):  
First Year ◽  
Practical Examination ◽  
Examination Techniques

Minimum competency practical examination for first-year radiology residents

1996 ◽  
Vol 3 (12) ◽  
pp. 1071
Author(s):  
Wanda K. Bernreuter ◽  
Robert E. Koehler ◽  
Robert J. Stanley
Keyword(s):  
First Year ◽  
Practical Examination ◽  
Radiology Residents

scholarly journals Outcomes of Remote Pathology Instruction in Student Performance and Course Evaluation

2021 ◽  
Vol 8 ◽  
pp. 237428952110618
Author(s):  
Tahyna Hernandez ◽  
Robert Fallar ◽  
Alexandros D. Polydorides
Keyword(s):  
Student Performance ◽  
Course Evaluation ◽  
Course Satisfaction ◽  
First Year ◽  
Item Discrimination ◽  
Course Quality ◽  
Practical Examination ◽  
Before And After ◽  
Time Periods ◽  
Practical Exam

The coronavirus disease 2019 (COVID-19) pandemic has disrupted undergraduate medical education, including preclinical class-based courses, by requiring social distancing and essentially eliminating in-person teaching. The aim of this study was to compare student performance and satisfaction before and after implementation of remote instruction in a first-year introductory pathology course. Assessments (3 quizzes, 1 practical exam, and 1 final) were compared between courses given before (January 2020) and during (January 2021) the COVID-19 pandemic, in terms of mean scores, degree of difficulty, and item discrimination, both overall and across different question types. Students’ evaluations of the course (Likert scale-based) were also compared between the 2 years. Significantly higher mean scores were observed during remote instruction (compared to the prior, in-person year) on verbatim-repeated questions (94.9 ± 8.8 vs 89.4 ± 12.2; P = .002) and on questions incorporating a gross specimen image (88.4 ± 7.5 vs 84.4 ± 10.3; P = .007). The percentage of questions that were determined to be moderate/hard in degree of difficulty and good/very good in item discrimination remained similar between the 2 time periods. In the practical examination, students performed significantly better during remote instruction on questions without specimen images (96.5 ± 7.0 vs 91.2 ± 15.2; P = .004). Finally, course evaluation metrics improved, with students giving a higher mean rating value in each measured end point of course quality during the year of remote instruction. In conclusion, student performance and course satisfaction generally improved with remote instruction, suggesting that the changes implemented, and their consequences, should perhaps inform future curriculum improvements.

scholarly journals OBJECTIVE STRUCTURED PRACTICAL EXAMINATION IN HUMAN ANATOMY AND PHYSIOLOGY PRACTICALS IN PHARM D CURRICULUM- A PILOT STUDY

2020 ◽  
Author(s):  
arin natania ◽  
M. Umamaheshwari ◽  
A.T. Sivashanmugam ◽  
P. Jagannath ◽  
T.K. Ravi
Keyword(s):  
Pilot Study ◽  
Communication Skills ◽  
Direct Observation ◽  
Human Anatomy ◽  
First Year ◽  
Skill Sets ◽  
Private Pharmacy ◽  
Anatomy And Physiology ◽  
Practical Examination ◽  
Human Anatomy And Physiology

Objective Structured Practical Examination (OSPE) can be used to assess practical competencies in an appropriate, stepwise, methodical, objective and time-oriented manner with direct observation of the students performance. The present study was undertaken in the Human Anatomy and Physiology practicals with the First year Doctor of Pharmacy (Pharm D) students at a private Pharmacy college. A set of 15 students were assessed using OSPE at 15 stations for a duration of 3 hours. The merits of OSPE include integration of knowledge, practical as well as communication skills with majority of the topics covered, transparent evaluation that covers most of the topics and was found to be student friendly. The demerits are, it requires planning, more number of examiners, time consuming and observers fatigue.Students indicated that the assessment using OSPE covered most of the topics and skill sets. Feedback from the students indicated that OSPE provided improvement and transparency in assessment and 90% of the student was in favour of OSPE. They felt the fear of facing the examiner relieved their anxiety.The students felt that the OSPE is an objective, unbiased and consistent mode of evaluation, deserving a place in Pharm D curriculum.

A Team‐Based Ultrasound Examination: Assessing Ultrasound Knowledge and Non‐Traditional Discipline‐Independent Skills During Practical Examination in the First‐Year Medical Anatomy Course

2020 ◽  
Vol 34 (S1) ◽  
pp. 1-1
Author(s):  
Kylie Jean Andersen ◽  
Nathan Giffen Rockey ◽  
Alexa Leigh Thomas ◽  
Katharine Elizabeth Linder ◽  
Kafayat Adeola Enitan Oyemade ◽  
...  
Keyword(s):  
Ultrasound Examination ◽  
First Year ◽  
Practical Examination ◽  
Traditional Discipline

Changes in role perceptions by first-year dental students

1977 ◽  
Vol 41 (8) ◽  
pp. 507-510 ◽  
Author(s):  
AC Rosen ◽  
M Marcus ◽  
N Johnson
Keyword(s):  
Dental Students ◽  
First Year ◽  
Role Perceptions

Relationship of stress and performance among first-year dental students

1986 ◽  
Vol 50 (5) ◽  
pp. 264-267 ◽  
Author(s):  
GH Westerman ◽  
TG Grandy ◽  
JV Lupo ◽  
RE Mitchell
Keyword(s):  
Dental Students ◽  
First Year ◽  
And Performance ◽  
Relationship Of

Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

2019 ◽  
Vol 62 (11) ◽  
pp. 4001-4014
Author(s):  
Melanie Weirich ◽  
Adrian Simpson
Keyword(s):  
Parental Involvement ◽  
Gender Identity ◽  
Spontaneous Speech ◽  
First Year ◽  
Space Size ◽  
Vowel Space ◽  
Potential Impact ◽  
Phonetic Features ◽  
And Gender ◽  
Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

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