Students′ performance in written and viva-voce components of final summative pharmacology examination in MBBS curriculum: A critical insight

Ghosh, Arijit; Mandal, Ananya; Das, Nilay Kanti; Tripathi, Santanu Kumar; Biswas, Asish; Bera, Tapas

doi:10.4103/0253-7613.93870

Cited by 21 publications

(23 citation statements)

References 3 publications

(2 reference statements)

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“…Learning styles (visual, aural, read/write, kinaesthetic and multimodal modes of learning), demographics (age and gender), and entry qualifications are some of the independent variables in this study that were not taken into account. Previous studies by Ghosh et al, [8] Oyebola et al, [9] Moqattash et al, [10] and Mujeeb et al, [11] all reflecting on the medical students assessments had not taken into account the internal assessment score records as an integrative modality for evaluation. This is perhaps the first study showing a definite correlation between continuous evaluation and the final examinations at the end of 2 nd MBBS Pharmacology curriculum in the backdrop of the existing medical education system.…”

Section: Discussionmentioning

confidence: 99%

A Study on the Performance of Medical Students in Internal Assessment and its Correlates to Final Examinations of 2 nd MBBS Pharmacology Curriculum in a Medical College of Eastern India

Santra¹,

Pramanik

Mandal

et al. 2014

JCDR

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Section: Discussionmentioning

confidence: 99%

A Study on the Performance of Medical Students in Internal Assessment and its Correlates to Final Examinations of 2 nd MBBS Pharmacology Curriculum in a Medical College of Eastern India

Santra¹,

Pramanik

Mandal

et al. 2014

JCDR

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“…This indicates that there was not much correlation between student performance in viva-voce and that of theory 28 . Another correlation study between the written and viva-voce examination showed that there was highly significant association between written and viva-voce marks of students in the 'passed with distinction' and 'passed' categories which is the true reflection of knowledge and competence of the students in this category 29 . Students with 'failed' and 'border line passed' category showed lack of significant association in performance in written and viva-voce examination.…”

Section: Discussionmentioning

confidence: 98%

“…These findings establish the low reliability of viva-voce examinations. Examiners' general tendency toward 'leniency' favoring particularly the weaker students may explain this trend 29 .…”

Section: Discussionmentioning

confidence: 99%

Assessment in Undergraduate Medical Education: Bangladesh Perspectives

Haque

Yousuf

Baker

et al. 2013

Bangladesh J Med Sci

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Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students.

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“…[123] In ancient times, in Gurukuls, this was only the most trusted way to judge the domains of higher learning. Over a period, other tools were added in the assessment and gradually the importance of viva voce lost shine.…”

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confidence: 99%

Introducing structured viva voce examination in medical undergraduate pharmacology: A pilot study

et al. 2016

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Objective:Viva voce examination is an important tool of evaluation in medical examinations marred by high subjectivity. Gross subjectivity in viva voce assessment can be reduced by structuring it.Materials and Methods:The marks obtained in theory and viva voce (traditional viva voce examination [TVVE]) of I sessional, II MBBS students were compared and a huge disparity was identified. A structured viva voce examination (SVVE) was then proposed and experimented as an objective and standardized alternative. Sets of equitable question cards for SVVE were prepared, each having eight questions with two parts each, arranged successively with increasing difficulty, domains of learning, and appropriate marks. The percentage variation in scoring in viva versus theory marks was calculated for both TVVE and SVVE, and students were grouped as Group I (+100 to +51%); Group II (+50 to −50%); Group III (−51 to −100%); Group IV (−101 to −150%); Group V (−151 to −200%); and Group VI (< −200%) variation, as? inappropriate, appropriate, inappropriate, erroneous, more erroneous and most erroneous respectively. Student’s feedback on the SVVE was also obtained.Results:In TVVE (n = 128), the students distributed were:none,17.2%, 23.4%, 22.7%, 11.7% and 25% in Group I, II, III, IV, V, and VI in contrast to SVVE (n = 107) as 7.5%, 57.9%, 19.6%, 6.5%, 5.6%, and 2.8%, respectively. Marked disparity of TVVE was annulled with SVVE. Student’s feedback was quite encouraging with 83% overall acceptability and almost 66% preferred SVVE.Conclusion:SVVE was more realistic as compared to TVVE. Most of the students favored this approach.

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Students′ performance in written and viva-voce components of final summative pharmacology examination in MBBS curriculum: A critical insight

Cited by 21 publications

References 3 publications

A Study on the Performance of Medical Students in Internal Assessment and its Correlates to Final Examinations of 2 nd MBBS Pharmacology Curriculum in a Medical College of Eastern India

A Study on the Performance of Medical Students in Internal Assessment and its Correlates to Final Examinations of 2 nd MBBS Pharmacology Curriculum in a Medical College of Eastern India

Assessment in Undergraduate Medical Education: Bangladesh Perspectives

Introducing structured viva voce examination in medical undergraduate pharmacology: A pilot study

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