ABSTRACT
The assessment of the anesthesia course in our university comprises Objective Structured Clinical Examinations [OSCEs], in conjunction with portfolio and multiple-choice questions [MCQ]. The objective of this study was to evaluate the outcome of different forms of anesthesia course assessment among 5[th] year medical students in our university, as well as study the influence of gender on student performance in anesthesia. We examined the performance of 154, 5[th] year medical students through OSCE, portfolios, and MCQ. The score ranges in the portfolio, OSCE, and MCQs were 16-24, 4.2-28.9, and 15.5-44.5, respectively. There was highly significant difference in scores in relation to gender in all assessments other than the written one [P=0.000 for Portfolio, OSCE, and Total exam, whereas P=0.164 for written exam]. In the generated linear regression model, OSCE alone could predict 86.4% of the total mark if used alone. In addition, if the score of the written examination is added, OSCE will drop to 57.2% and the written exam will be 56.8% of the total mark. This study demonstrates that different clinical methods used to assess medical students during their anesthesia course were consistent and integrated. The performance of female was superior to male in OSCE and portfolio. This information is the basis for improving educational and assessment standards in anesthesiology and for introducing a platform for developing modern learning media in countries with dearth of anesthesia personnel