Objective: To perform post analysis of multiple-choice questions given in the 2nd term and send up examinations of the years 2016 to 2018, to establish relationship between difficulty (DF) and discrimination indices (DI) and to find out significant mean difference between the two. Study Design: Cross sectional study. Place and Duration of Study: Community Medicine Department, Wah Medical College, Wah, from Nov 2018 to Mar 2019. Methodology: A total of 390 Multiple-Choice Question of second term and send-up were taken for the study from the year 2016, 2017 and 2018. The response sheets were assessed by Optical Machine Reader (OMR) and the level of difficulty, power of discrimination and reliability were obtained. The data was entered in SPSS version 22. Results: A total of 315 test items were included. Results of the study showed that the reliability (KR20) for all the examined items was in the acceptable range i.e. ≥0.7 and there was no association was found between difficulty index and year p=0.310. The mean difficulty index was found to be 0.48 ± 0.22 and discrimination index as 0.24 ± 0.14. Conclusion: The analysis of 390 test items showed that most of the questions were acceptable in terms of difficulty and discrimination. There is still a need to modify and improve the testing ability of the MCQs with negative discrimination and higher difficulty index.
Introduction: Clinical skills refer to the skills required for a clinician to manage a complete patient encounter. Clinical skill laboratories provide the facility to medical students and medical staff to learn the clinical skills before applying them on patients. Objectives: To evaluate perception of medical students regarding skill lab training. Study Design: Cross -sectional study. Study Setting: Wah Medical College. Period: January 2017 to June 2017. Study Subject: Students of Final Year M.B.B.S. Sample Size: 114 students. Sampling Technique: Convenient sampling. Data Collection Procedure: With informed consent of participants, questionnaires were filled by students themselves. Questionnaire was comprised of two parts; first part comprised of demographic data, second part comprised of 18 questions to determine perception of medical students about skill lab training. The responses of 18 questions were measured on four-point Likert scale from strongly disagree to agree. Data Analysis: Data was analyzed by using SPSS version 19, frequencies and percentages were calculated. The Chi square- goodness of fit test for one sample was applied on various levels of agreement. The p value of less than 0.05 was considered as significant. Results: The mean age of 114 students was 23.4 years with minimum age of 21 years and maximum of 26 years. Male students were 45(39%) and 69(61%) were female students. Out of 114 medical students108 (94.8%) students preferred to practice in skill lab before performing it on patient and they also had an opinion that the mentor must be friendly and helpful during teaching. Among them 107 (93.9%) students desired that procedures in the skill lab should be performed by the mentors first in front of students and 103 (90.4%) students thought that training of practical skills improve their learning. Out of them 94(82.5%) students believed that skill lab training increased their motivation to become a doctor, 102 (89.5%) students thought that skill lab practice provides a feeling of security for learning process and 100 (87.7%) students had an opinion that it should be a compulsory part of medical curriculum and even it should be started from the first year of the medical education. P value of level of agreement of all the variables regarding perception about skill lab training was found to be < 0.001 which was statistically significant. Conclusion: The students believed that skill lab training is very useful for them and they preferred to practice on manikin before dealing with the patients.
Objective: The objective of the study was to assess the quality of multiple-choice questions (MCQs) of three different assessments in the subject of Community Medicine by computing the difficulty index, discrimination index and reliability and to estimate the relationship between difficulty and discrimination indices. Study Design: Retrospective observational study. Place and Duration of Study: Department of Community Medicine at Wah Medical College from August to December 2018. Materials and Methods: Three sets of MCQs were included in the study. Mean and standard deviation of difficulty and discrimination indices were calculated and one-way analysis of variance and Kruskal Wallis test were applied on difficulty and discrimination indices. The association was determined by Pearson correlation and considered significant at p value of < 0.05. Results: The mean difficulty index of first term, second term and send-up examination were 41.5, 48.8 and 51.9 respectively. Mean discrimination indices were 0.28, 0.27 and 0.26 and reliability were 0.83, 0.81 and 0.79. In the study, 72% MCQs of the first term, 61.5 % of the second term and 63% of the send-up examinations were in the range 30-70% of difficulty. There was a significant difference in the difficulty indices of the three question papers. The correlation between discrimination and difficulty indices was curvilinear and positively correlated. Conclusion: It is concluded that all three question papers have acceptable reliability, more than 65% MCQs have acceptable difficulty index and about 69% have good discriminatory power.
Objective: To determine and compare empathy among medical students, studying two different curricula.Study Design: Cross Sectional.Place and Duration of Study: The study was carried out at the Department of Community Medicine of WahMedical College, Wah Cantt from January 2018 to June 2018.Materials and Methods: The study was carried out on second and fourth year MBBS students. The sample sizewas 90, calculated by Open Epi calculator and the students were selected by using stratified random samplingtechnique. A data collection tool comprised of two parts; demographic information about the individual wascollected in the first part and second part was based on Toronto Empathy Questionnaire. The questionnaire had16 questions and scored between 0-64. The questions were responded on a Likert scale of never, rarely,sometimes, often and always. The data was analyzed by using software program of SPSS version 20. Descriptivestatistics and Mann-Whitney U test was applied to compare the mean scores of empathy of students studyingdifferent curricula.Results: Mean score of empathy among students was 42.89+ 8.535. Mean empathy score of 2 year studentsth nd was 45.58 +7.203 and 4 year students came out to be 40.20 +8.981. Empathy was statistically significant in 2 year students and in female students; female students' empathy score was 46.38 while male students score was 39.40.Conclusion: It is concluded that 2 year students who studied integrated curriculum showed higher empathyth scores than 4 year students studying traditional curriculum. Moreover, female students showed significantlyhigher empathy scores as compared to the male students.
Published in August 2021.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.