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Background:
Internal assessment is a partial requirement of all medical college examinations in India. It can help teachers provide remedial action and guide learning. But its utility and acceptability is doubted because, with no external control, internal assessment is considered prone to misuse. It is therefore not used as a tool for learning. T...
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Citations
... Multiple methods can be used to assess the cognitive and behavioral competencies. 28 In routine assessment, cognitive competency assessment performed through case-vignette-based multiple choice question (MCQ), short answer questions (SAQs) and long answer questions (LQAs). Allotment of long case/short case and viva for the same used for assessing the ability to diagnose and interpret the clinical or practical problem. ...
Introduction: During the COVID-19 pandemic, most educational institutions have opted for online education rather than traditional modes of education to protect their employees and students. Online education has been gaining momentum in almost all countries around the world. This coincides with the recently introduced competency-based medical education in India which has embraced online education. This poses a new challenge for the institutions involved, the instructors or teachers, and the students since they must adapt quickly to the new mode of learning. Online education requires teachers to improve their competency in three major areas; pedagogy, technology, and content knowledge. Some of the challenges include; lack of technological skill, poor time management and lack of infrastructure. As technology rapidly advances, health care education systems must also advance in tandem. To implement the new competency-based system and online education, the institutions and the individuals must realize the importance of online education, identify the barriers and quickly work on solutions for success. Methods: This review was conducted based on various research papers on the topic of online medical education, the challenges faced by faculty members, and the opinion of students on this dilemma. Search terms included online medical education, COVID19, competency-based medical education. Conclusion: This review identified various challenges posed by online education on the current medical curriculum, faced by both faculty members and students, especially under the light of the Competency-Based Undergraduate Curriculum for Indian Graduates. Different solutions were proposed to overcome these challenges.
... It also plays the most important component role in the new curriculum. In internal assessment a lot of emphasis and weightage are given to summative assessment examination of last three internals [2,3]. ...
... The IA provides a useful input in helping the students to learn the concepts of concerned subjects. It allows a longitudinal observation of the students [2,3]. IA is not (added) amini-university examination but looks at entirely different set of skills and competencies. ...
The medical education in India is rapidly progressing and improving since in last decade. A CBME pattern is teaching and internal assessment mainly focuses on the context of competency. In internal assessment a lot of emphasis and weightage are given to summative assessment examination of last three internals. A new professional MBBS curriculum is vast and emphasis has been laid down by the universities and regulatory bodies on attendance policies. Attendance during their undergraduate curriculum plays very crucial role in the later professional life. In the professional courses rule are regarding the attendance during lectures and practical is compulsory. The universities have mandatory attendance policies during lectures and practical sittings. Even though, student's absence is a continuing problem in medical education. A study was conducted in first year MBBS Batch (2021-22) of CBME pattern were included in the study. This batch had total 150 students they were further separated in two parts > 80% and < 80% class attendance in theory and practical at the time of first, second, preliminary internal and final university examinations. Students class attendances were compared with their exams result (Pass / Fail). The measureable data were analyzed by using chi-square test. The students with >80% class attendance were having more passing result as compared to those with <80% class attendance in their all internal assessments and final university examination. First MBBS student's entire academic performance was affected by their class attendance.
... (Table 1) In Constructive feedback was provided, which improved the students' learning. Teachers were able to guide the students to take remedial measures on time before the final exam [5]. It empowered them to understand and learn in a stress-free environment [4]. ...
Based Medical Education (CBME) curriculum, altering teaching, learning, and assessment methods. Internal assessment marks, once contributing to final grades, now only serve as eligibility criteria. This study, conducted at the Department of Anatomy, HIMS, Safedabad, examines the impact of excluding internal assessment from MBBS 1st year students' final Anatomy marks. Materials and Methods: This study assessed the performance of MBBS 2019 (CBME) and MBBS 2018 (old) batches in Anatomy. Parameters examined included: 1) first attempt exam clearance rates, 2) passage via grace marks, and 3) distribution of scores (students who scored >70%, between 60-70% and between 50-60%). Statistical analysis employed chi-square tests. Results: In the MBBS 2018-19 batch, 86 out of 100 students passed Anatomy, compared to 94 out of 99 in the MBBS 2019 (CBME) batch. In the MBBS 2018 batch, excluding internal assessment would have resulted in 44 failures, reduced to 14 with inclusion. Chi-square tests demonstrated significant differences in scores and failure rates. Conclusions: Excluding internal assessment markedly affected Anatomy exam outcomes, highlighting its pivotal role in MBBS 1stProfessional success.
... In the present study, lack of interaction during eteaching was reported by most students. The authors hereby suggest that various assessment tools be used during e-teaching to both interact with the learners and assess their skills [12] , few worth mentioning being chat rooms, discussion forums [3] , multiple choice questions and mini-quizzes [13] . ...
Objective: Ample research has been published lately exploring the strengths and weaknesses of online teaching in medical education but very few have reported the students' perception towards this shift. The current study was designed to evaluate the perception of medical undergraduates in Northern India of online teaching and their readiness and limitations towards its adoption. The knowledge summarized henceforth would help in identifying potential areas of improvement leading to an upgradation in the quality of online teaching and better medical education. Material and Methods: A cross-sectional online survey in the form of a pre-validated self-administered Google form questionnaire consisting of 23 questions was carried out for a duration of two months. All medical undergraduate students (>18 years) studying in various academic years in three largest medical colleges in Jaipur, Rajasthan, willing to be a part of the study were invited to participate. Results: After initiation of e-teaching, an enhancement in learning and knowledge was reported by around one-third respondents. 21.15% students were satisfied with e-learning, 27% recommended that e-learning methods should not be used at all and 44% suggested that e-learning methods may be regularly used in future. Conclusion: Online teaching comes with its own set of merits and demerits. The students have provided a very mixed response to its utility. However, most agree that when imparted efficiently, it may prove to be an asset in imparting better medical education.
... Assessment in a competency-based curriculum focuses on improving learning as an ongoing and longitudinal process so that facilitators can identify the needs of the learner, plan remedial measures, and provide learning opportunities to improve learning (Badyal et al., 2017;Badyal and Sharma, 2020). The students are assessed through formative, internal and summative assessments. ...
Recent advance in medical education is in correlation with the advances in information technology and thus computer‐based learning is being increasingly employed. The objective of the present study was to design and evaluate an e‐learning module in anatomy and assess the perceptions of students and faculty about this e‐learning module. The participating students were randomized into three groups by block stratified randomization and Google groups were created for each of the three groups. The e‐learning module was implemented in three sessions by rotating the three groups. Validated questionnaires were sent to faculty and participating students via Google forms to obtain feedback. The results of ANOVA showed that there was a significant difference among the groups in terms of marks obtained with conventional (F = 2.403, P = 0.103), online (F = 6.050, P = 0.005), and blended (F = 5.801, P = 0.006). Post hoc comparisons using the Tukey HSD test, about the gain of knowledge, indicated that the results were insignificant when comparing the conventional group with the online group, but were significant when comparing the blended group with the conventional and online group. The qualitative data regarding the perception of students toward e‐learning were analyzed using thematic analysis. The introduction of an interactive e‐learning module in anatomy was effective and well received by the students and faculty. The study showed that blended learning has a positive impact on the students' learning by improving cognitive gain and receptive perception for e‐learning.
... Multiple methods can be used to assess the cognitive and behavioral competencies. 28 In routine assessment, cognitive competency assessment performed through case-vignette-based multiple choice question (MCQ), short answer questions (SAQs) and long answer questions (LQAs). Allotment of long case/short case and viva for the same used for assessing the ability to diagnose and interpret the clinical or practical problem. ...
Introduction
During the COVID-19 pandemic, most educational institutions have opted for online education rather than traditional modes of education to protect their employees and students. Online education has been gaining momentum in almost all countries around the world. This coincides with the recently introduced competency-based medical education in India which has embraced online education. This poses a new challenge for the institutions involved, the instructors or teachers, and the students since they must adapt quickly to the new mode of learning. Online education requires teachers to improve their competency in three major areas; pedagogy, technology, and content knowledge. Some of the challenges include; lack of technological skill, poor time management and lack of infrastructure. As technology rapidly advances, health care education systems must also advance in tandem. To implement the new competency-based system and online education, the institutions and the individuals must realize the importance of online education, identify the barriers and quickly work on solutions for success.
Methods
This review was conducted based on various research papers on the topic of online medical education, the challenges faced by faculty members, and the opinion of students on this dilemma. Search terms included online medical education, COVID19, competency-based medical education.
Conclusion
This review identified various challenges posed by online education on the current medical curriculum, faced by both faculty members and students, especially under the light of the Competency-Based Undergraduate Curriculum for Indian Graduates. Different solutions were proposed to overcome these challenges.
... Multiple assessment methods improve the content-related evidence for validity and give more information to the teacher about the learning level and needs of the students. [9] Several methods of IA can be utilized for undergraduate students. Cognitive competencies can be assessed by constructing modified case vignette-based multiple-choice questions (MCQ) and case-based discussions targeted at assessing a student's ability to analyze and interpret a clinical or practical problem. ...
... It is recommended that "Universities shall guide the colleges regarding formulating policies for remedial measures for students who are either not able to score qualifying marks or have missed on some assessments due to any reason." [8,9] All students who are detained or fail for various reasons should be provided with: 1. Regular classes in that subjects at appropriate intervals. ...
... An example of distribution marks in a theory paper of 100 marks is provided in Table 1. [9] The distribution of topics as per the new curriculum must be done by universities. An example of the distribution of paper A and B topics is given in Tables 2-4. ...
Assessment is a pivotal element of competency-based curriculum. The implementation of competency-based undergraduate medical curriculum in India requires proper implementation of updates in assessment for which universities, colleges, and teachers need to plan and design internal assessment (IA) modules as well as guidelines. IA provides opportunity to assess many competencies and hence should be implemented judiciously. Multiple assessment methods should be used to improve utility of IA. The process should involve all the teachers of a subject and all competencies. Capacity building trainings should be organized by institutes in basic concepts of assessment as well as training in methods such as the objective structured clinical/practical examination, direct observation of procedural skills, and mini-clinical evaluation exercises. The culture of providing regular feedback needs to be instilled at institute levels. The learners who are not able to achieve competencies and required criteria in university examination should be provided predecided remedial measures for improving their performance. The article discusses all these aspects in detail.
... 3 Studies have shown that IA has predictive value and there is a positive correlation between continuous internal assessment and final university marks. 8 However, the CBA has assigned it as a norm for passing University examination without contributing to grades. A lot of effort is needed for a continuous formative assessment and it involves all faculty members in conducting theory and practicals and designing assessment tools. ...
The competency based assessment (CBA) is an integral part of competency based medical education (CBME). It is important to discern the similarities and differences between CBME and traditional curriculum for developing effective implementation schedules and to identify opportunities for best use of the CBA in pharmacology training. CBA relies on assessment of core competencies and attitudes. The viva marks, to be decided at university level, are excluded from theory marks. An advantage of CBA is early entry of failed students into next phase of study. The areas of concern are, viva marks are included in practical marks further reducing ratio of practical to theory marks despite increase in total marks, and non-contribution of internal assessment marks to university marks for rank or grades. Multiple assessments using multiple tools in limited duration of 11 months would pose logistic problems and would require concerted efforts of faculty members for accomplishment.
... Studies have shown a positive correlation between continuous IA and final university marks. [12,13] IA also reflects achieving Left to the institutions/universities No less than three IA examinations in pre-and paraclinical subjects and no less than two examinations in each clinical subject in each professional year. One of the tests should be prelim or preuniversity examination Weightage of IA of total marks ...
... We cannot comment on reliability as this module was used once for the study purpose. Since we advise the use of FMP for formative purposes, a good validity is an important factor here (20). ...
Introduction: Providing feedback to students is an essential component in medical education and has been shown to improve the students' learning. The purpose of this study is to evaluate the effect of computer-based immediate feedback on the medical students' learning in a pharmacology course. Methods: In this prospective intervention study some feedback modules in pharmacology (FMP) were prepared in two topics: the cardiovascular system (CVS) and chemotherapy, using blank templates on "Hot Potatoes" software. The FMP included MC-based questions and two versions were developed: one with feedback (FMP-1) and the other without feedback (FMP-2). The FMP-1 module provided immediate feedback for each option the student chose. The students (n=48) were randomized by computer generated random number table to two groups A and B to receive the module in CVS, i.e., FMP-1 and FMP-2, respectively. A cross-over design was adopted to expose all students to immediate feedback modules. The test scores were compared and feedback was obtained from students and faculty using a validated questionnaire. A focus group discussion was conducted to clarify the issues raised by the students. Results: The module with immediate feedback was much better appreciated by the students than the module without feedback. The students spent more time on FMP-1 (42±7.00 minutes vs 27±12.36 minutes; p<0.001 in chemotherapy and 40±12.11 minutes vs 24±6.01 minutes; p<0.001 in CVS). However, there was no statistically significant difference in mean test scores. The qualitative data collected provided important information on the value of immediate feedback. The students believed that immediate feedback was an excellent way for self-assessment and improved their deeper understanding of content areas. They also felt that it supplemented their traditional learning habits and stimulated them to read more. The students enjoyed its non-threatening nature. Conclusion: Immediate feedback improved the deeper understanding of pharmacology and its relevance to medicine for the two topics although immediate feedback did not improve test scores. Overall, immediate feedback had a positive impact on the students' self-directed learning. Abstract Badyal DK et al. Immediate feedback in learning
