The quarter model: A proposed approach for in-training assessment of undergraduate students in Indian Medical Schools

Singh, Tejinder; Anshu, .; Modi, Jyoti Nath

doi:10.1007/s13312-012-0215-1

Cited by 13 publications

(11 citation statements)

References 8 publications

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“…Ignoring educational principles while assessing students, merely because it results in more work, seriously compromises the utility and sanctity of assessment. [ 7 ] Faculty development programs and hands-on training workshops of the faculty on FA can bring transparency and credibility in the assessment of PGs.…”

Section: Discussionmentioning

confidence: 99%

Formative assessment in postgraduate medical education - Perceptions of students and teachers

Sharma

et al. 2015

Int J App Basic Med Res

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Context:One of the most important factors of medical education that can revolutionize the learning process in postgraduate students (PGs) is assessment for learning by means of formative assessment (FA). FA is directed at steering and fostering learning of the students by providing feedback to the learner. However, though theoretically well suited to postgraduate training, evidence are emerging that engaging stakeholders in FA in daily clinical practice is quite complex.Aims:To explore perceptions of PGs and teachers (Ts) about factors that determines active engagement in FA.Subjects and Methods:It was a descriptive qualitative study involving focus group discussions (FGDs) with PGs and Ts from Departments of Pediatrics and Orthopedics. FGDs data were processed through points/remarks, data reduction, data display, coding followed by theme generation for content analysis.Results:Four higher order themes emerged: Harsh reality of present summative assessment structure, individual perspectives on feedback, supportiveness of the learning environment, and the credibility of feedback and/or feedback giver.Conclusions:Engaging in FA with a genuine impact on learning is complex and quite a challenge to both students and Ts. Increased acceptability along with the effective implementation of FA structure, individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of FA in postgraduate medical training is evaluated.

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Section: Discussionmentioning

confidence: 99%

Formative assessment in postgraduate medical education - Perceptions of students and teachers

Sharma

et al. 2015

Int J App Basic Med Res

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“…This dismal situation was iterated by a similar study from India that reported evaluation of the trainees only on the day of final examination and none of the workplace based assessment records contributed towards the final assessment. 11 …”

Section: Discussionmentioning

confidence: 99%

Meaningful in-training and end-of-training assessment: The need for implementing a continuous workplace-based formative assessment system in our training programs

Alam

Shafi³

et al. 2022

Pak J Med Sci

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Objectives: To analyze the systems and tools involved in assessment of skill procurement and demonstrating workplace skills in postgraduate medical training. Methods: This cross-sectional survey was carried out by enrolling trainee doctors currently working in Medical, Surgical, Dental and Allied specialties of the country by sending a validated and piloted questionnaire through email. Data collection was done from 20th April to 20th May 2021. Data was analysed using SPSS v. 21.0. Results: A total of 351 completed responses were received from 10 major cities of the country. Multiple aspects of entry-into-training, in-training and end-of-training evaluation showed poor correlation with the required training goals. A comparison of assessment for entry-into-supervised training (FCPS-I) versus independent practice (FCPS-II) showed a dismal situation regarding assessing affective skills like leadership, teamwork, coping with pressure and self-awareness. The concept of maintaining portfolios was completely alien to the trainees and the assessment tools used for demonstrating workplace skills were outdated. The lack of a continuous, periodic and balanced assessment (65%); detailed feedback (61.5%); fair exams (59%); variability in scoring system (58%) and professionalism of the examiners (57.5%) were the most frequently selected perceived flaws in the assessment system by the participants. Conclusion: There are multiple lacunae regarding competency-based assessment systems in our training programs and a massive scope for improvement. Assessment systems should be implemented as continuous process of learning, self-reflection, feedback and revalidation throughout the training tenure at regular and multiple points. doi: https://doi.org/10.12669/pjms.38.5.5921 How to cite this:Alam L, Alam M, Shafi MN, Khan S, Khan ZM. Meaningful in-training and end-of-training assessment: the need for implementing a continuous workplace-based formative assessment system in our training programs. Pak J Med Sci. 2022;38(5):---------. doi: https://doi.org/10.12669/pjms.38.5.5921 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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“…However, expert subjective judgments can be as reliable as highly objective and standardized assessments. A 'Quarter model' of internal assessment had been proposed [4] to ensure that no test, teacher, tool or context contributes to more than 25% to the total. MCI recommendations have also proposed a minimum of three tests for pre-and paraclinical subjects and minimum of two tests per professional year for the clinical subjects supplemented by unlimited opportunities for formative ongoing assessments [1,5].…”

Section: Internal Assessmentmentioning

confidence: 99%

“…A major issue with internal assessment has been [4] provides useful guidelines. Similarly, many components of programmatic assessment (PA) [10] can also be incorporated, like utility of assessment [11] rather than attributes of individual tool or assessment, and using every assessment to provide liberal feedback to the students.…”

Section: Internal Assessmentmentioning

confidence: 99%

“…Feasibility and educational impact are important attributes for both formative as well as internal assessment. To obviate the issues of subjectivity and bias, it is better to have all teachers of the department involved in the process [4]. Since senior residents are also considered teachers as per MCI guidelines, they can be used for many formative events, especially those involving procedural skills.…”

Section: Internal Assessmentmentioning

confidence: 99%

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Competency-Based Assessment in Pediatrics for the New Undergraduate Curriculum

2021

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Medical Council of India (MCI) implemented competency-based curriculum for undergraduate medical education nationwide in 2019, with assessment of competencies being its integral component. The curriculum has outlined some broad principles and components of assessment, but the process and schedule for formative and summative assessment is to be decided by the universities and institutions. In this document, we summarize the recommendations for the subject of Pediatrics, and propose an assessment model for summative assessment that can be adapted/adopted by universities and institutions. Few basic principles of formative assessment have been shared, the implementation of which may be the main challenge for the institutions. It is important to develop the capacity of the faculty for conducting the assessment under the ambit of principles of competency-based curriculum.

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The quarter model: A proposed approach for in-training assessment of undergraduate students in Indian Medical Schools

Cited by 13 publications

References 8 publications

Formative assessment in postgraduate medical education - Perceptions of students and teachers

Formative assessment in postgraduate medical education - Perceptions of students and teachers

Meaningful in-training and end-of-training assessment: The need for implementing a continuous workplace-based formative assessment system in our training programs

Competency-Based Assessment in Pediatrics for the New Undergraduate Curriculum

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