Search

Introduction: Theory papers have been the most commonly employed method to assess learning outcomes in medical education. In these papers, both recall abilities and higher-order cognitive functions need to be assessed giving proper weightage as per relevance. Hence it becomes necessary that valid assessment methods are employed to evaluate the required objectives/competencies. The objective of the study was to develop a method for analyzing postgraduate question papers of various specialties. Methodology: A rubric matrix was created with three broad objective criteria to assess framing and layout of the questions in each paper, analysis of different sets for same examination, and finally an overall assessment of all the papers for each subject. Results: A total of 28 specialty papers were available. A total number of papers analysed = 340. The overall mean score out of total 60 marks was 38.64 ± 4.5. It was seen that the majority (60%) of the departments have been graded as fair on analysis of the theory papers. None of the departments were graded as very good, while 7% of them were graded as good. Although a very minuscule percentage of the papers had grammatical errors and duplication of questions in the sets, only 57% of the departments had done a proper moderation and 21% had used higher domains of learning for assessment. Conclusion: Analysis of postgraduate question papers showed that the questions asked for postgraduates are more recall-based instead of higher taxonomy of cognitive domain.

Introduction: Theory papers have been the most commonly employed method to assess learning outcomes in medical education. In these papers, both recall abilities and higher‑order cognitive functions need to be assessed giving proper weightage as per relevance. Hence it becomes necessary that valid assessment methods are employed to evaluate the required objectives/competencies. The objective of the study was to develop a method for analyzing postgraduate question papers of various specialties. Methodology: A rubric matrix was created with three broad objective criteria to assess framing and layout of the questions in each paper, analysis of different sets for same examination, and finally an overall assessment of all the papers for each subject. Results: A total of 28 specialty papers were available. A total number of papers analysed = 340. The overall mean score out of total 60 marks was 38.64 ± 4.5. It was seen that the majority (60%) of the departments have been graded as fair on analysis of the theory papers. None of the departments were graded as very good, while 7% of them were graded as good. Although a very minuscule percentage of the papers had grammatical errors and duplication of questions in the sets, only 57% of the departments had done a proper moderation and 21% had used higher domains of learning for assessment. Conclusion: Analysis of postgraduate question papers showed that the questions asked for postgraduates are more recall‑based instead of higher taxonomy of cognitive domain. [ABSTRACT FROM AUTHOR]

While the literature is abundant on hand therapy assessment and treatment of nonsurgical thumb carpometacarpal (CMC) osteoarthritis (OA), clarity and uniformity are meager, making it a desirable diagnosis to establish expert consensus. This study aimed to ascertain if consensus exists for the assessment and treatment of nonsurgical management of thumb CMC OA in the hand therapy clinical setting. This was a consensus paper via the modified Delphi approach. A modified Delphi method was used to determine consensus among an expert panel, including hand therapists and hand surgeons, via two online surveys. A consensus paper steering committee (from the American Society of Hand Therapist's research division) designed the surveys and analyzed responses. Consensus was established as 75% agreement among the expert panel. Demographic information was collected from the expert panel. The expert panel included 34 hand therapists and seven hand surgeons. The survey response rates were 93.6% for the first survey and 90.2% for the second survey. Consensus recommendations were classified according to the World Health Organization categorization. These included evaluating the body structures for clinical signs/clinical testing and body functions for pain, range of motion for palmar abduction, radial abduction, opposition, and thumb metacarpal phalangeal flexion/extension, and grip and tripod pinch strength. Further consensus recommendations were for the assessment of function using a region-specific, upper extremity patient-reported outcome measure (activity and participation), environmental factors, outcome expectation, and illness perception within the patient's unique environmental and social contexts. Treatment recommendations included the use of an orthosis during painful activities, a dynamic stability program (stable C posture, release of tight adductors, and strengthening of stabilizers), patient education, joint protection techniques, adaptive equipment, and functional-based intervention. The findings describe the consensus of a group of experts and provide a clinical reference tool on the hand therapy assessment and treatment of nonsurgical thumb CMC joint OA. • A consensus paper using a modified Delphi process to determine consensus on non-surgical assessment and treatment of thumb CMC OA. • Assessment recommendations: evaluate clinical signs/testing, pain, thumb range of motion grip and tripod pinch, a region-specific PROM, environmental factors, outcome expectation, and illness perception. • Treatment: orthosis during painful activities as needed, a dynamic stability program, patient education, joint protection techniques, adaptive equipment, and functional based intervention. • Findings provide a clinical reference tool on hand therapy assessment and treatment of non-surgical CMC joint OA. [ABSTRACT FROM AUTHOR]

Objective: To make an initial assessment of the correlation between immersive virtual reality–based (ILBT) line bisection testing and paper-and-pencil–based line bisection (PLBT) testing in healthy subjects. Design: Diagnostic study. Setting: Research laboratory. Participants: Twenty healthy adults (51.5 [11.0] years old, 55% women; N=20). Interventions: Participants underwent an ILBT and a conventional PLBT in near space (NS) and more distant space (MDS). Correlations between the ILBT and PLBT, deviation rates in the NS and MDS, horizontal gaze distribution, and presence of virtual reality sickness (VRS) were evaluated. Main Outcome Measures: Correlation between the deviation rates of the PLBT and ILBT. Results: There was no significant correlation between the ILBT and PLBT for evaluating the deviation rate of the line bisection test (LBT). There was no significant difference in the deviation rate of the LBTs between the NS and MDS, but there was a significant difference in the horizontal line-of-sight distribution. VRS was not observed as an adverse event. Conclusions: In healthy adult subjects, our results suggested that there was no significant correlation between the deviation rates of the ILBT and PLBT. We also found that the ILBT is a useful and safe method for evaluating the horizontal line-of-sight distribution and percentage deviation of line segments from the center in the NS and MDS without inducing VRS.

IntroductionOnline examinations are becoming increasingly incorporated into higher education. However, Biomedical Science students’ perspectives on exam format preferences remains unexplored. This study aims to investigate exam format preferences and attitudes of these students.MethodsA self-reported survey of 31 questions on online exam perceptions was utilized and composed of six dimensions: affective factors, validity, practicality, reliability, security, and pedagogy. Scores measured student attitudes around online exams. Additionally, categorical questions examined attitudes around open-book online exams (OBOEs), closed-book online exams (CBOEs), and paper-based exams (PBEs). Qualitative analysis was conducted via the use of open-ended questions and a focus group on five participants. The questionnaire was distributed to undergraduates and 146 students responded across six different programmes.ResultsThe findings revealed that 57.5% of students preferred OBOEs while only 19.9% preferred PBEs. OBOEs were perceived as more favorable in all six dimensions and superior in terms of reducing stress, ensuring fairness, allowing demonstration of understanding, and retaining information. Gender had no statistically significant influence on perception. However, programme statistically significantly affected responses. Qualitative data supported the main statistical analysis and identified a trade-off between the ability to retain information with PBEs, despite the stress and better demonstration of understanding with OBOEs.DiscussionOverall, OBOEs were viewed positively and were well accepted; they are anticipated to be a dominant examination format at the UoP. Institutions wishing to implement online exams should consider the perceived benefits they have over traditional exams. These findings contribute to the understanding of students’ perceptions of exam formats, which can inform their design and application in higher education. Further research should explore the perceptions of other disciplines and identify ways to address any challenges associated with online exams.

الملخص: أهداف البحث: تصف هذه الورقة عملية تقييم الطلبة عن بعد في التعليم الطبي أثناء فترة الحظر في جائحة كوفيد-١٩، وتشارك الخبرات المستندة إلى البيانات في حل المشكلات الناشئة عن ذلك. طرق البحث: قمنا بتحليل بيانات الاختبارات الورقية النهائية والاختبارات المستندة على الويب، التي أجريت على مدار العام الدراسي ٢٠١٩/٢٠٢٠. وتم تضمين اثني عشر اختبارا، أربعة اختبارات لكل مستوى دراسي، من السنة الأولى وحتى الثالثة. منها ثمانية اختبارات كانت ورقية، وأربعة اختبارات مستندة على الويب. قارنا متوسط درجات كل نوع من الاختبارات، وبين الاختبارات والمستوى الدراسي. بالإضافة إلى ذلك، قمنا بمقارنة درجات الاختبارين الورقي والمستند على الويب التي حصل عليها الطلاب العشرة الأوائل والعشرة الطلاب الأدنى تحصيلا. النتائج: تم العثور على اختلافات في درجات الطلاب من كل دفعة من المجموعات الثلاث في الاختبارات المختلفة، سواء كانت ورقية أو مستندة على الويب. في بعض الحالات، كان الفرق ذا دلالة إحصائية. ولم يتم العثور على اتجاه / نمط محدد للاختلاف بين الدرجات في أي نوع من الاختبارات. كما كان متوسط الدرجات في الاختبارات المستندة على الويب وسطا بين المتوسطات الحسابية لطلاب السنة الأولى والثانية، ولكن أقل بالنسبة لطلاب السنة الثالثة. وأظهرت علامات الطلاب الفردية في الاختبارات المختلفة ارتباطا إيجابيا. وكان معامل الارتباط للاختبارات الورقية مرتفعا دائما. الاستنتاجات: كشفت الدراسة الحالية عن عدم وجود فرق ملحوظ في نتائج الاختبارات الورقية والمستندة على الويب، سواء في متوسط الفصل أو لنتائج الطلاب الفرديين. على الرغم من وجود بعض الاختلافات بين نتائج نهجي التقييم، لم يكن هناك اتجاه ملحوظ.. ستوفر الاختبارات المستندة على الويب نهجا مثاليا للتقييم التكويني، والاختبار التحصيلي، والتقييم المتواصل. Abstract: Objectives: This study describes the process of remote assessment in medical education during the COVID-19 lockdown and shares data-driven experiences in resolving emerging concerns. Methods: We analysed the data of end-of-course paper-based exams (PBEs) and web-based exams (WBEs) conducted during the academic year 2019/2020. Twelve end-of-block exams were included. There were four exams each for the first-, second-, and third-year students. Eight exams were conducted as PBEs, and four were administered as WBEs. We compared the mean scores of PBEs and WBEs between exams and batches. Additionally, we compared the PBE and WBE scores obtained by 10 high-performance and 10 lowest-achieving students. Results: Variations were found in the scores of students from each of the three batches in PBEs or WBEs. In a few instances, the difference was statistically significant. No specific trend or pattern was detected in the difference between the scores of PBEs and WBEs. The mean score for the WBEs was intermediate among the means of PBEs for the first- and second-year students, but lower for the third-year students. Individual students’ marks in different exams consistently showed a positive correlation. The correlation was always high for PBEs (r = 0.782, 0.847). Conclusion: The present study showed that average and individual scores in WBEs and PBEs are comparable. Although there were some variations between the results of the two assessment modalities, no remarkable trend or pattern was observed. WBEs offer an ideal approach for formative assessment, progress testing, and the low-weight, but frequent, nature of continuous assessment.

• Concept map has positive effects in student's critical thinking and understanding. • Quantitative analysis of concept map and open-ended exam papers in nursing education. • Concept map has comparable results with traditional assessments. This study's aim is to investigate the necessity and advantages of the use of concept map as an assessment tool in nursing education. Concept maps have been used extensively aiming mainly at effective understanding, linking together concepts and evaluating new knowledge. A class of second-year nursing degree undergraduate students (N = 32) in Greece participated in this pilot study. Concept map and open-ended exam papers were used. Quantitative statistical analysis of the concept map and open-ended exam grades was conducted. Statistical tests were used to compare all pairs of both types of papers. For the concept map papers, two different grading methods were employed to evaluate their effectiveness. The obtained results indicated that the concept map exam type provided similar scores when compared to the open-ended exam, while the grading efficiency is higher. Moreover, for the concept map exam paper, both grading methods can be applied interchangeably to provide similar scores for the students. The concept map can be a trusted assessment tool for identifying the nursing students' gaps in knowledge and comprehension, in comparison to the open-ended exam type. Nursing educators are encouraged to note the tools strengths and use it according to courses' requirements. Not applicable. [ABSTRACT FROM AUTHOR]

Lower-limb strength measures can enhance falls risk assessment but due to the lack of clinically applicable methods, such measures are not included in current screening. The enhanced paper grip test (EPGT) is a simple-to-use and cost-effective test that could fill this gap. However, its outcome measure (EPGT force) has not yet been directly linked to the risk of falling. Is the EPGT a good candidate for falls risk screening in older people in the community? Seventy-one older people living independently in the community were recruited for this prospective observational study (median age 69 y, range 65y-79y). Lower-limb and whole-body strength were assessed at baseline using the EPGT and a standardised hand-grip method respectively. Incident falls were recorded monthly for a year through follow-up telephone conversations. The capacity of individual strength measures to predict falls and to enhance an established falls risk assessment tool (FRAT) commonly used by UK's national health service (NHS) was assessed using binomial logistic regression. The analysis was repeated for the subset of participants without history of falling at baseline (prediction of first-ever falls). Increased EPGT force and increased symmetry in strength between limbs were significantly associated with reduced risk of falling. Compared to the NHS-FRAT, the EPGT correctly classified more people (73% vs 69%), it achieved higher sensitivity (56% vs 26%) and higher negative predictive value (76% vs 68%). Complementing the NHS-FRAT with the EPGT produced a more comprehensive model that correctly classified 91% of participants and achieved 98% specificity, 81% sensitivity, 89% negative and 96% positive predictive value. Replacing the EPGT with hand-grip strength consistently undermined prediction accuracy. The EPGT remained highly accurate when focused on the prediction of first-ever falls. The EPGT can substantially enhance falls screening in the community. These results can also inform effective personalised strength exercise interventions. • The enhanced paper grip test (EPGT) accurately predicted the risk of falling. • The EPGT can enhance community screening for falls (recurrent and first-ever). • Higher EPGT force is significantly associated with reduced risk of falling. • Higher strength asymmetry between limbs also decreases the risk of falling. • These results can guide effective personalised strength exercise interventions. [ABSTRACT FROM AUTHOR]

Evaluation is one of the most difficult areas of educational pursuits. The most common type of evaluation and assessment is through a written examination. The majority of the time, questions is drafted right before the examination without going through a quality control process, which might cause confusion or incorrect interpretation of the questions by the students. Students' self-confidence and self-esteem grow as a result of their increased understanding of the question paper's structure, and they then affirm their ability to complete the task. The design of the question paper is prepared, with consideration given to the objectives, the various forms and types of questions, and the various content areas, a projected time, Level of difficulty anticipated. In order to enhance the standard of student evaluation and assessment, this article focuses on offering instructions and a scientific technique for creating effective question papers. [ABSTRACT FROM AUTHOR]

Recent years have seen a growing shift in Early Childhood Education from paper-based observation and documentation practices to digital documentation systems such as 'e-portfolios' and 'online learning journeys'. Here, we bring a multimodal lens to these new practices and consider the potential of digital documentation for democratic assessment practices that recognise and value all children's learning, particularly children who are living with disadvantage or in the early stages of learning English. Reporting on participatory ethnographic case studies of three diverse multicultural early years settings in London, we illustrate how digital documentation opens new possibilities for capturing the dynamic and embodied vibrancy of young children's learning and can make children's documentation more accessible to children and their parents. However, many digital documentation systems are currently designed primarily for adults, rather than for children to access and contribute to their own documentation. We suggest that adult-oriented design risks marginalising the child's voice as documentation moves from paper-based to digital formats. Our findings call for collaboration between researchers, educators and digital documentation systems designers to ensure that these relatively new tools support democratic and inclusive assessment practices, where all children's meaning-making, in whatever form, is recognised, celebrated and shared. [ABSTRACT FROM AUTHOR]

Introduction: Written examinations are integral component of students’ assessments at formative and summative level. There is no blueprint of question paper available for the new curriculum in Bachelor of Medicine and Bachelor of Surgery (MBBS) Physiology curriculum which may lead to variations in question paper setting. This lack of consistency in question papers affects the preparedness and performance of students. Aim: To prepare the blueprint of MBBS Physiology Competency Based Medical Education (CBME) curriculum and to do content validity by comparing with Preliminary Examination (PE) and University Examination (UE). Materials and Methods: This was a descriptive study conducted over a period of six months from July 2020 till December 2020. The study was conducted in Armed Forces Medical College, Pune. There are 15 topics and 140 outcomes for Physiology MBBS course as per new CBME curriculum is divided into paper I and II according to Maharashtra University of Health Sciences (MUHS) syllabus. The main topics in each paper were further subdivided into subtopics for preparing learning objectives. Marks were allotted to each system taking into consideration optimum marks 97 for subjective with included options and 20 marks Multiple Choice Questions (MCQs). The papers of UE and PE conducted with new format were analysed for content validity. Results: The blueprint of paper I (subjective) shows marks allotted for General Physiology 12, Haematology 13, Respiratory System (RS) 15, Cardiovascular (CVS) 17, Exercise 05, Renal system 15, Gastrointestinal System (GIT) 12, Lifestyle Aging and Meditation 03 and Attitude, Ethics and Communication. (AETCOM) 05 marks. The blueprint of paper II (subjective) shows marks for the Nerve-Muscle 16, Central Nervous System (CNS) 25, Special senses 14, endocrine system are 18, reproductive system 15, and temperature 09. MCQs were also allotted proportionate marks for each topic. Content analysis of papers showed exercise Physiology and body temperature regulation were not assessed in UE. Conclusion: There was disproportionate representation of topics in formative and summative examinations in absence of blueprint. The blueprint should be an integral part of assessments.

Introduction: Written examinations are integral component of students' assessments at formative and summative level. There is no blueprint of question paper available for the new curriculum in Bachelor of Medicine and Bachelor of Surgery (MBBS) Physiology curriculum which may lead to variations in question paper setting. This lack of consistency in question papers affects the preparedness and performance of students. Aim: To prepare the blueprint of MBBS Physiology Competency Based Medical Education (CBME) curriculum and to do content validity by comparing with Preliminary Examination (PE) and University Examination (UE). Materials and Methods: This was a descriptive study conducted over a period of six months from July 2020 till December 2020. The study was conducted in Armed Forces Medical College, Pune. There are 15 topics and 140 outcomes for Physiology MBBS course as per new CBME curriculum is divided into paper I and II according to Maharashtra University of Health Sciences (MUHS) syllabus. The main topics in each paper were further subdivided into subtopics for preparing learning objectives. Marks were allotted to each system taking into consideration optimum marks 97 for subjective with included options and 20 marks Multiple Choice Questions (MCQs). The papers of UE and PE conducted with new format were analysed for content validity. Results: The blueprint of paper I (subjective) shows marks allotted for General Physiology 12, Haematology 13, Respiratory System (RS) 15, Cardiovascular (CVS) 17, Exercise 05, Renal system 15, Gastrointestinal System (GIT) 12, Lifestyle Aging and Meditation 03 and Attitude, Ethics and Communication. (AETCOM) 05 marks. The blueprint of paper II (subjective) shows marks for the Nerve-Muscle 16, Central Nervous System (CNS) 25, Special senses 14, endocrine system are 18, reproductive system 15, and temperature 09. MCQs were also allotted proportionate marks for each topic. Content analysis of papers showed exercise Physiology and body temperature regulation were not assessed in UE. Conclusion: There was disproportionate representation of topics in formative and summative examinations in absence of blueprint. The blueprint should be an integral part of assessments. [ABSTRACT FROM AUTHOR]

The goal of medical education is to produce the physician we would like to see if we are sick - Melinkoff In all educational developments, one of the most troublesome questions is that of evaluation. Written examination is the most widely used tool in evaluation and assessment of the competency of the medical students. At present, questions are prepared casually just before the examination and are not subjected to any quality check, which may lead to confusion or wrong understanding of the questions by the students. This article is aimed at providing guidelines and a scientific method to frame good question papers to improve the quality of evaluation and assessment of medical students. J-GMC-N | Volume 11 | Issue 01 | January-June 2018, Page: 64-67

Despite the importance of knowing the cognitive capabilities of children with neurodevelopmental conditions, less than one-third of children with cerebral palsy participate in standardized assessments. Globally, approximately 50% of people with cerebral palsy have an intellectual disability and there is significant risk for domain-specific cognitive impairments for the majority of people with cerebral palsy. However, standardized cognitive assessment tools are not accessible to many children with cerebral palsy, as they require manual manipulation of objects, verbal response and/or speeded response. As such, standardised assessment may result in an underestimation of abilities for children with significant motor and/or speech impairment. The overall aim of the project is to examine and compare the psychometric properties of standardised cognitive assessment tools that have been accommodated for use with either a switch device or eye-gaze control technologies, with the specific aims to: (1) Examine the psychometric properties (measurement agreement and validity) of accommodated assessment tools by comparing the performance of typically developing children on six cognitive assessment tools administered via standardised versus accommodated (switch or eye-gaze control) administration; (2) Describe and compare the performance and user experience of children with cerebral palsy on six accommodated cognitive assessments administered via switch or eye-gaze control technologies. Secondary aims are to: (1) Describe the completion rates and time to complete assessments of participants in each group; (2) Within the group with cerebral palsy, examine the effects of condition-specific characteristics (type of cerebral palsy, functional levels, and pain) and demographics (age, socio-demographic) on participation. This protocol paper describes a two-phase validation and acceptability study that utilizes a mixed-model design. This study will collect concurrent data from 80 typically developing children and 40 children with cerebral palsy, who use switch or eye-gaze control technology as alternate access communication methods. The set of instruments will measure receptive vocabulary, fluid reasoning, sustained attention, vision perception, visuospatial working memory and executive functions. Data analyses will be conducted using SPSS v. 25 and R v 4.1.0. SPSS Sample Power 3 was used for power computation and allows for a 10% drop out rate. Quantitative descriptive statistics, measurement agreement data plotting, bivariate and multiple regressions analysis will be conducted using appropriate methods.

Tablet‐based technology has become a conduit for the administration of curriculum‐based measurement (CBM) tools. Using tablets to administer CBM probes has many advantages; however, little is known about how students perform on CBMs when administered via a tablet. The current investigation compared digits correct per minute obtained from 44 third‐grade students on CBM addition fluency probes administered via three different modalities. Students completed the probes using traditional paper and pencil, a tablet using their fingers to write the answer, or a tablet application using a keyboard to type the answer. A within‐subjects group design showed students performed significantly better on the tablet when using their finger to write the answer, even though most students (58%) indicated this was their least preferred modality. The discussion focuses on the implications for educators and the use of different CBM modalities for interindividual and intraindividual comparisons. Practitioner points: Third‐grade students responded to math facts faster when writing with their fingers on an iPad, even compared to paper and pencil.The results are inconsistent with other studies that found students were faster when using paper and pencil.Finally, most third‐grade students preferred answering addition facts with a pencil on paper. [ABSTRACT FROM AUTHOR]