Working towards success in the Royal Australian and New Zealand College of Psychiatrists Modified Essay Question Exam

Objective: To describe an approach to support Royal Australian and New Zealand College of Psychiatrists (RANZCP) trainees achieve success in the Modified Essay Question (MEQ) examination. Method: Synthesis of the opinion of the authorship encompassing a range of relevant stakeholders, supported by a qualitative content analysis of published examination feedback from the RANZCP Committee for Examinations. Results: In approaching the MEQs, candidates are encouraged to (1) read the scenario and questions carefully, (2) answer questions broadly and with justification, (3) manage time effectively, (4) undertake deliberate practice in preparation, and (5) ‘check your own pulse’ (i.e. limit the detrimental impact of anxiety on performance). Conclusion: Preparing for the MEQ examination through deliberate practice will help candidates become competent psychiatrists. The ability to critically think in clinical practice, a key focus of this assessment, is an essential skill all psychiatrists need to develop and maintain.

Proactive Personality Measurement Using Item Response Theory and Social Media Text Mining

This prospective study was designed to propose a novel method of assessing proactive personality by combining text mining technology and Item Response Theory (IRT) to measure proactive personality more efficiently. We got freely expressed texts (essay question text dataset and social media text dataset) and item response data on the topic of proactive personality from 901 college students. To enhance validity and reliability, three different approaches were employed in the study. In Method 1, we used item response data to develop a proactive personality evaluation model based on IRT. In Method 2, we used freely expressed texts to develop a proactive personality evaluation model based on text mining. In Method 3, we utilized the text mining results as the prior information for the IRT estimation and built a proactive personality evaluation model combining text mining and IRT. Finally, we evaluated those three approaches via the confusion matrix indicators. The major result revealed that (1) the combined method based on essay question text, micro-blog text with pre-estimated IRT parameters performed the highest accuracy of 0.849; (2) the combined method using essay question text and pre-estimated IRT parameters performed the highest sensitivity of 0.821; (3) the text classification method based on essay question text had the best performance on the specificity of 0.959; and (4) if the models were considered comprehensively, the combined method using essay question text, micro-blog text, and pre-estimated IRT parameters achieved the best performance. Thus, we concluded that the novel combined method was significantly better than the other two traditional methods based on IRT and text mining.

PKM Penyuluhan Permainan Matematika Bagi Para Guru di SDN Cibitung Kulon 01 Pagi

At SD Negeri Cibitung Kulon 01 Pagi the teacher still plays a role as a learning center so that students are less actively involved during learning. This condition makes mathematics learning less attractive in the eyes of students and as a result students are less enthusiastic during the learning process, so that the purpose of holding community service activities is to increase the understanding and ability of teachers of SDN Cibitung Kulon 01 Pagi about fun mathematics learning, while the method used is education in community in the form of socialization activities to increase participants' knowledge / understanding of how to create fun mathematics learning in class. with puzzle tetris math games. The results of the evaluation on the implementation of this PKM were obtained from the number of participants who attended as many as 15 people, 8 teachers understood the material very well or were in the high category, while 5 teachers understood maeri well and only 2 teachers did not understand the material that had been explained. The results of this evaluation are a benchmark that the PKM goals are achieved. The evaluation that has been given to the teacher is in the form of an essay question as many as 25 questions related to the material that has been delivered. The conclusion that can be obtained from the implementation of this community service program is: this socialization activity can increase teachers' knowledge about how to create fun mathematics learning in the classroom. Furthermore, the implementation of this community service activity program has been running smoothly and as expected, both by members of the extension team and community service program participants.Abstract written in English which contains a brief description of the background and objectives, methods of implementation, results and discussion, conclusions and recommendation for follow-up.

Questionnaire feedback from MBBS second year students about current examination trends and their opinion for perspective changes

Background: All subjects of MBBS do not have same examination pattern especially concerning to question paper pattern and distribution of marks. As a result, students are experiencing variety of examination patterns during their study. Neither is their uniformity of examination pattern throughout the country nor there is uniformity within a university. In such situation, it would be wise to take feedback from students which could help in redesigning the examination pattern. This study was done to collect students’ opinion regarding current examination methods and possible changes that might be required in existing assessment methods.Methods: Questionnaire based study was done on MBBS second year students of Viswabharathi medical college. Questionnaire consisted of 10 questions about examinations faced by the students. Each question had five options arranged according to 5-point Likert scale.Results: 99 students participated in this study. 51.52% students preferred having two essay questions and 42.42% preferred having one essay question in final theory exam. 52.53% preferred to have 40 marks as weightage of one paper. 50.51% supported having illustration-based questions in their final theory examinations. 79.80% stated that at least 30 days of preparation holidays are required for them before their final exams. 48.48% preferred having five very short answer questions. 48.48% stated that weekend tests conducted by their institute were helpful to them. 66.66% disagreed upon increasing number of questions in final examination. 63.63% agreed on having MCQ’s. 48.48% agreed on having viva voce during every internal examination. Consensus could not be reached upon frequency of institutional tests.Conclusions: This study highlighted certain shortcomings in medical education with respect to examinations. Weightage and number of questions might be increased marginally to have a uniform pattern. Question paper should have more very short answer questions and less essay questions. Illustration based questions should also be introduced. 30 days of preparation holidays must be given before final exams for self-study.

Case based learning as a dynamic approach towards learning oral pathology.

Introduction: Oral pathology comprises of extensive teaching-learning of histopathology. Teaching histopathology is always challenging more when numerous histopathology slides are involved. There is lack of interest among the students and also face challenges to correlate with the clinical presentation. For effective learning, need for a method which is interactive and helps create clinico pathological correlation was felt. This study was designed to assess the impact and feasibility of case-based learning in routine teaching among dental students. Methods: A cross sectional study was conducted among 58 undergraduate dental students, wherein a case-based learning method was introduced in the practical classes. Thirty students were randomly selected as case based learning and remaining as conventional group. Multiple paper-based cases on oral cancer was designed and used for the case based learning group of students. A self-designed pre and posttest interventional tools along with post intervention assessment using modified essay question was designed and applied. Results: Significant difference in the scores between pre and post intervention questionnaire was observed among the case-based learning group (p<0.0001), however non-significant among the conventional. Similarly, significant difference in the scores of modified essay question was observed between the study groups. Majority of the students among the case-based learning group agreed that it benefitted their personal, professional and communicative skills. The students expressed their enthusiasm in learning with this method and suggested to apply it more often. Discussion: Case-based learning is an effective method and incorporation of it on a regular basis could help favor an effective learning environment. Keywords: case-based learning, dental students, learning environment, oral pathology

10. Skills for Success in Coursework Assessments

The Concentrate Questions and Answers series offer the best preparation for tackling exam questions. Each book includes typical questions, bullet-pointed answer plans and suggested answers, author commentary, and illustrative diagrams and flowcharts. This chapter presents a sample coursework essay question on EU law along with the examiner’s guidance to approaching coursework questions, tips, an answer plan, and a suggested answer for the sample question.

1. Introduction

This chapter advises on how to approach the subject of Public Law and deal with typical exam questions. Public law differs from the other compulsory law subjects in that much is not really law at all, and therefore calls for different skills in the student. To understand public law properly it helps to have some knowledge of current affairs and politics. Public Law is sometimes called constitutional and administrative law, because it looks at both the constitution of the country and the law that regulates the administration. The chapter contains advice on how to answer a problem question using Issue, Relevant Law, Application to the Facts, and Conclusion (IRAC) and how to answer an essay question using Point, Evidence, and Argument (PEA). Preparation for examinations is also covered. When writing an essay, it is best for students to do a rough plan first, listing the main points that they intend to cover. For a problem question, they might also include a list of the main cases. In this subject, it is important to remember that there is no right answer to an exam question, but there is a right way to approach it.

9. Sex Discrimination and Equality Law

The Concentrate Questions and Answers series offer the best preparation for tackling exam questions. Each book includes typical questions, bullet-pointed answer plans and suggested answers, author commentary, and illustrative diagrams and flowcharts. This chapter presents sample exam questions along with examiner’s tips, answer plans, and suggested answers about EU law on sex discrimination and equality. The questions have been divided into a general question on the inclusion of sex discrimination provision in the first place; problem questions on aspects of equal pay and equal treatment; an essay question on a specific development in this area of law, which considers the overlapping area of pay and pensions and a problem on pregnancy-related matters; and an essay question on the expansion of areas protected by equality legislation.