Objectives: This article is designed for comparison and contrast of item response theory measurement with classical measurement theory (Classical Measurement Theory) as well as to determine the various advantages offered by item response theory in the setting of medical education. Summary: Classical measurement theory is being impartial and inherent, is used more often than other models in medical education. However, there is one restriction encountered in the use of classical measurement theory that is it sample dependent and the data is bewildered in the specified sample that the researcher has assessed. Whereas, the score in item response theory separate from the sample or stimuli of assessment. Item Response Theory is consistent, it allows for easy evaluation of examination scores enabling the score to be placed in constant measurement scale and compare the change in students’ ability with time. There are various models of Item Response Theory out of which three are discussed along with their statistical assumptions. Conclusions: Item Response Theory being a capable tool is able to simplify a major issue of Classical Measurement Theory, i.e. bewilderment of skill of examinee with item characteristics. The Item Response Theory measurement inscribes the problems in medical education like removing rater mistakes from evaluation.
Objectives: To determine the efficacy of Mini-CEX in assessing clinical expertise of anesthesia trainee during examination at Anesthesia department of Multan Hospitals. Study Design: Prospective Observational Study. Setting: Department of Anesthesia and Intensive Care Ch. Pervez Ellahi Institute of Cardiology and Nishtar Hospital Multan. Period: From January 2017 to March 2019. Material & Methods: The design of study was prospective observational study having the post-test with control group only. The size of the sample was based upon 70 trainee anesthesia being divided into two further groups: 35 trainee anesthesia were included in the control group whereas 35 trainee were part of the intervention group. The analysis of data was done by Mann Whitney test and it was descriptive type of test. Results: The mean result of Preoperative examination skills among the intervention group was greater than the control group. The mean score of Preoperative examination competence in control group was 72.11±4.56, while the mean score of Preoperative examination competence in intervention group was 81.28±2.86. The mean score of anesthesia trainees towards satisfaction of control and intervention group was 5.37±0.38 and 8.95±0.64, respectively. While the mean score of evaluators towards satisfaction of control and intervention group was 6.24±0.53 and 8.04±0.52, respectively. The difference of clinical abilities was significant among the two groups having the p value 0.000 (p<0.05). Conclusion: Clinical expertise among anesthesia trainee was significantly ameliorated after the use of Mini-CEX program. It is therefore suggested for anesthesia trainers to use the Mini-CEX program in order to determine the clinical skills among students.
Objectives: To evaluate conventional lecture method and problem based learning using the cases notes prepared by new graduates. Study Design: Cross-sectional study. Setting: Departments Anesthesia, Gynecology and Obstetrics of Nishtar Medical University and Hospital, Multan. Period: December 1st, 2018 to April 30st, 2019. Material & Methods: Total 138 patients’ files were selected, 69 anesthesia files for PBL and 69 gynecology files for CLM. All the files were analyzed for date and time when the doctor saw the patients, physical examination, review of systems, personal and social history, family history, diagnosis, investigations and filing the results, drugs given at the time of admission and at discharge. Data was put in the SPSS 23 and compared between the two groups. Percentages were compared by applying Chi-square test and p≤0.05 was taken as statistically significant. Results: The CLM group was significantly better in the documentation of the date and time, review of the systems, medication at the time of admission and the time of discharge. The PBL group performed significantly better in taking drug history and smoking, making final diagnosis and requesting specific investigation. Conclusion: Both PBL and CLM systems are efficient selectively, but a combination of both these system will be more efficient approach.
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