<p>Evaluation of Multifaceted Assessment of the Fifth-Year Medical Students in Family Medicine Clerkship, Saudi Arabia Experience</p>

Abstract

Background: There are few data on assessment methods in the field of family medicine in Arab countries. Imam Abdulrahman Bin Faisal University (IAU) in 2017 established the family medicine clerkship rotation for the fifth-year medical students. The objective of the study is to evaluate the multifaceted assessment of family medicine clerkship and their correlation to each other among fifth-year medical students in IAU. Methods: We examined the performance of 455 fifth-year medical students from two batches (2018 and 2019) in the continuous course assessment, Objective Structured Clinical Examinations (OSCE), extended matching questions (EMQ), and multiple-choice questions exams (MCQ). Results: The students' total mark range was 55.16 to 95.64. Batch 2018 and females had significantly higher marks (p=0.000). On the other hand, no significant associations were seen between the total marks and the semester in which the clerkship was taken or the order of group in each semester (p= 0.464 and 0.980 respectively). Significant positive correlations were seen between all forms of assessment during the family medicine clerkship (p=0.000). Conclusion: This study demonstrates that different assessment methods used to evaluate medical students during the family medicine clerkship were correlated. The performances of the female and the first batch were superior. This finding is the basis for introducing a platform for developing modern learning and the improvement of the assessment standards in family medicine clerkship rotation.

Item Analysis of Multiple Choice and Extended Matching Questions in the Final MBBS Medicine and Therapeutics Examination

“…Significantly higher mean scores for the EMQs were seen for all four cohorts of students who attempted this examination. Similar findings have been reported in another comparative study of different modalities of assessment used in the MBBS exami- nation (23). The scores from the EMQs had a larger spread with higher standard deviation values and variance, which would be advantageous and more discriminatory for feedback to students and teachers in the formative assessment.…”

<p>Anxiety and Its Association with Preparation for Future Specialty: A Cross-Sectional Study Among Medical Students, Saudi Arabia</p>

“…The revised study plan that was launched in 2014 facilitated moving from traditional modulebased education to a problem-based approach, in which students discuss case scenarios from the first year itself. 8 In this study, we targeted clinical-yeas students who were the first three batches of the new curriculum. Nonetheless, we acknowledge some limitations.…”

“…During these years, students obtain knowledge, skills, and attitudes to prepare them for future professions. 8 Nevertheless, the training demands could affect the students' mental and physical health, and consequently their academic performance. Moreover, the environment in medical colleges is highly competitive, since students are looking for opportunities in postgraduate training and future jobs, which could be an additional trigger for mental illness.…”

Generalized Anxiety Disorder Among Health Sciences College Students, Majmaah: A cross-sectional study

“…Students acquire the knowledge, abilities, and attitudes necessary to get ready for their future careers during these years. 16 The student's physical and emotional health may be impacted by the training needs, which could then affect their academic performance. Also, there is a lot of competition in medical schools because students are vying for positions in future fields of study and employment, which could act as another risk factor for mental illness.17 Students are exposed to actual patients and adverse outcomes like death, and the transition from preclinical to clinical years in medical college may be anxietyinducing and unpleasant for them.…”