Background: Multiple-choice questions (MCQs) are the most frequently accepted tool for the evaluation of comprehension, knowledge, and application among medical students. In single best response MCQs (items), a high order of cognition of students can be assessed. It is essential to develop valid and reliable MCQs, as flawed items will interfere with the unbiased assessment. The present paper gives an attempt to discuss the art of framing well-structured items taking kind help from the provided references. This article puts forth a practice for committed medical educators to uplift the skill of forming quality MCQs by enhanced Faculty Development programs (FDPs). Objectives: The objective of the study is also to test the quality of MCQs by item analysis. Methods: In this study, 100 MCQs of set I or set II were distributed to 200 MBBS students of Late Shri Lakhiram Agrawal Memorial Govt. Medical College Raigarh (CG) for item analysis for quality MCQs. Set I and Set II were MCQs which were formed by 60 medical faculty before and after FDP, respectively. All MCQs had a single stem with three wrong and one correct answers. The data were entered in Microsoft excel 2016 software to analyze. The difficulty index (Dif I), discrimination index (DI), and distractor efficiency (DE) were the item analysis parameters used to evaluate the impact on adhering to the guidelines for framing MCQs. Results: The mean calculated difficulty index, discrimination index, and distractor efficiency were 56.54%, 0.26, and 89.93%, respectively. Among 100 items, 14 items were of higher difficulty level (DIF I < 30%), 70 were of moderate category, and 16 items were of easy level (DIF I > 60%). A total of 10 items had very good DI (0.40), 32 had recommended values (0.30 - 0.39), and 25 were acceptable with changes (0.20 - 0.29). Of the 100 MCQs, there were 27 MCQs with DE of 66.66% and 11 MCQs with DE of 33.33%. Conclusions: In this study, higher cognitive-domain MCQs increased after training, recurrent-type MCQ decreased, and MCQ with item writing flaws reduced, therefore making our results much more statistically significant. We had nine MCQs that satisfied all the criteria of item analysis.
Background: Department of Anatomy with its time honored and integral essence, human cadaveric dissection has been trying to serve the medical profession since the inception of medicine. Every human cadaver who goes under the knife of medical student during anatomical dissection deserves special treatment and utmost respect. But unfortunately, probably the hidden curriculum of bioethical sentiments of the body donor and the human cadaver have been noted to become extinct from medical profession, until recently with the introduction of the new competency based medical education in India. Aims and Objectives: The present study attempts to dig out the noble practices followed in various medical schools to ensure the human cadaver gets the rightful respect and dignity. Our literature review reflects the practice of students’ conduct and habits on the 1st day of dissection. We emphasize guidelines that may be sincerely recommended to medical schools to ensure respectful humanity and honor towards the human cadavers. Materials and Methods: The psycho-social attitudes of MBBS students has been attempted to learn by distributing questionnaire to the 2019 batch MBBS students (n=60) of Late Shri Lakhiram Agrawal Memorial Government Medical College Raigarh (CG) during the foundation course (first 1 month of 1st year curriculum) and on their first encounter with the cadaver. Results: About 95.4% and 57.5% of students showed positive and negative perceptions. The religious beliefs and emotional attachments with the cadaver were noted to be as 23.33% and 76.11%, respectively. The sentiments included cognitive, affective, moral, and behavioral. Conclusion: The article attempts to focus the noble endeavor of the Cadaver as the first silent medical teacher who wishes to enlighten the pure minds of medical students with knowledge and empathy to be shown towards the patients. Based on the emotional observations made from the medical students on their first encounter with the cadaver, the present study anastomoses science and humanity with care, compassion, and dignity.
Along with significant advances in technology, information and imaging tools, the resource for teaching anatomy has made a huge leap in education system. In this way, there are a huge number of instruments and methods, ranging from computer, to live body scan, as well as virtual three images, pro-section, plastic models, plastinated, and synthetic simulators that look as good as part of a real human being. These modern educational tools are clean, durable, odorless, hassle-free, and aesthetical in the sense that students do not need training. This is different from the traditional dissection session. This advancement in technology has gained many followers of the therapeutic education community. In the current educational context, anatomy has been polarized into two belief systems. Modernists who regard the separation of the dead as outdated and unnecessary, and traditional theorists believe that anatomy is the key to education. In order to work with the process of training and training future health professionals, this change in perceptions of teachers needs to be analyzed from a larger perspective who will one day face living patients. Although the history of dissection has been well-studied, little attention has been paid to the use of living body in anatomy education. This study briefly reviews the historical perspective living anatomy. In addition, we discuss the value of individual dissection and executive use versus biometric and medical imaging studies. Finally, we consider future prospects: in the use of imaging and simulation techniques, in evaluating the educational method, and the use of art in supporting anatomical understanding (2). Historical perspective of dissection: Cadaveric dissection has been the anatomy education as the Renaissance. Further, the significant experience of medical teaching after 16 th and 17 th centuries. Therefore, cadaveric dissection brings out often in medical education, even though regularly in semi-official and informal manner. The private anatomy schools have been created in conjunction with hospital-based specialized courses in the UK and elsewhere. However, "Royal College of Surgeons" decided not to take summer courses as qualifications for college diplomas in 1822. It began to disrupt the activities of private medical schools as well as the 1832 Anatomy Act strengthened this process. At the hospitalbased Anatomy School, there are strict rules for performing surgery, where the bodies of their deceased patients can be used (as a free treatment for stricter survival). This is a professional training model from an "apprenticeship model" of medical training (often limited to one-on-one instruction) to a large group of students where the primary purpose of teaching has shown a significant shift in education. Along with that, a suitable distinction can be drawn among the observation of dissection (that was the mainstay of Renaissance teaching through the "Anatomy Theatre") as well as active dissection by the student themselves. In the United Kingdom, a method known as the "...
Introduction: Medical institutions and hospitals worldwide and India in specific are typically facing an acute shortage of donated human body and organ. Among the bouquet of reasons, awareness, attitude, legal and medical knowledge are undoubtedly the prime factorials. A better understanding will enhance this noble strategy. With the objective to interpret the dismal behavior of Indian community related to body / organ donation, we try to access the mental makeup of a cohort of urban population of tribal city of Raigarh of Chhattisgarh (India) with Undergraduate MBBS students and paramedical staff of late Shri Lakhiram Agrawal Memorial Government Medical College as the study sample. Materials and methods: A pretested self-structured questionnaire distributed to 630 (181 MBBS students and 449 Paramedical staff) participants who consented to participate followed by an awareness session with the researchers. Data obtained was statistically analyzed. Results: Among 181 MBBS students and 449 paramedics who filled consent forms, the overall awareness was found to be 90.42% with 66.03% gathering information from medical faculty of the College, followed by media (33.97%). 81.75% supported body / organ donation as need of the hour. 72.37% Medico’s and 27.64% paramedics were aware about “brain dead”. 45.30% and 31.63% were registered donors and 66.55% giving positive response to donate organs for their relatives or friends. Appropriate legal view on donation was known by 26.51% individuals only. Simultaneously, due to organ mutilation 21.55% of MBBS students and 11.59% paramedics showed unwillingness towards donation programme. Religious attitudes were also one of the causes of displeasure towards the donation programme for 22.18% respondents. Conclusion: Medical professionals are the critical in eradicating doubts regarding body / organ donation programme. A specially designed teaching intervention can be proposed in Medical teaching curriculum along with mass level ........
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