Successive objective long-case assessment as a driver of clerkship learning – evaluation through perception questionnaire

Yeow, Toh Peng; Choo, Wai Sun; Khir, Amir S; Loh, Li Cher

doi:10.3109/01421591003717065

Cited by 2 publications

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References 2 publications

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“…In a study conducted on undergraduate students 88.2% of students and all assessors perceived the assessment process to be fair. 4 In present study we had similar results.…”

Section: Resultssupporting

confidence: 88%

Perception of medical teachers and students regarding objective structured long examination record as an assessment tool- a prospective study

Bhalerao

2017

Int J Res Med Sci

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Background: Traditional method of assessment of a long case in practical examinations is broad based. All domains of learning are not evaluated and areas of weakness not categorised.Methods: A structured format, the objective structured long examination record (OSLER) for assessment of post graduate students in anaesthesiology for long case presentations was prepared. The impact of the new tool on the faculty, the students and the overall performance of the students was assessed through questionnaires and scoring systems.Results: We found that 75% students and 100% teachers agreed that the conduct of examination was fair. There was a 100% agreement among both that the OSLER provided an opportunity to the process of learning. 63% accepted that the questions were clear and unambiguous. 88% students agreed upon having exams conducted in a similar format in future. 75% teachers opined that they would like to take an exam in a similar form. 65% teachers agreed that more initial preparation time was needed and 58% thought that training was required.Conclusions: OSLER is a good technique for assessment of a long case in practical examination.

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“…In a study conducted on undergraduate students 88.2% of students and all assessors perceived the assessment process to be fair. 4 In present study we had similar results.…”

Section: Resultssupporting

confidence: 88%

Perception of medical teachers and students regarding objective structured long examination record as an assessment tool- a prospective study

Bhalerao

2017

Int J Res Med Sci

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“…Ton Peng et al from Malaysia, implemented fortnightly clinical assessments using modified OSLER (Objective Structured Long Examination Record) over a 6-weekperiod of clinical rotation. And they concluded that regular objective assessment associated with giving feedback would improve clinical outcome [19].…”

Section: Discussionmentioning

confidence: 99%

Assessment of Critical Thinking Skills of Postgraduate Students by using the Critical Self-Thinking Inventory for Clinical Examination

Wanjari¹,

Vagha²,

Mahakalkar³

2020

GJMR

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Background:Critical Thinking is a human cognitive process which is characterized by a purposeful self-regulatory judgement. Acquiring critical thinking is a question of practice. Clinical competence depends upon critical thinking skills and problem solving abilities. This will be possible when postgraduate students are taught to use critical thinking skills in order to make sound clinical judgments. Aim: To study the utility of “Critical Self Thinking Inventory for Clinical Examination” (CSTI-CE) for assessment of critical thinking skills during OSLER in post-graduate students of Department of Obstetrics & Gynaecology.

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Successive objective long-case assessment as a driver of clerkship learning – evaluation through perception questionnaire

Cited by 2 publications

References 2 publications

Perception of medical teachers and students regarding objective structured long examination record as an assessment tool- a prospective study

Perception of medical teachers and students regarding objective structured long examination record as an assessment tool- a prospective study

Assessment of Critical Thinking Skills of Postgraduate Students by using the Critical Self-Thinking Inventory for Clinical Examination

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