ABSTRACT
Background and Objectives: It is essential for health professions educators to be cognizant and coached on what level, assessment is being conducted according to Blooms Taxonomy or Miller’s Pyramid and trained to conduct assessment. The objective of this study was to take feedback of the participants on sessions of assessment. Materials and Methods: Six-hours assessment sessions conducted in faculty development training organized by National Centre for Health Professionals Education, Tribhuvan University Institute of Medicine, Kathmandu Nepal in August 12-17, 2018. Principal author conducted three sessions (2 hours each)- 1) educational evaluation & assessment and fundamentals of assessment, 2) assessment of knowledge & understanding and 3) OSCE and OSPE in training. The methods utilized were tutorial, brainstorming and activity based small group work. Feedback was taken on semi-structured questionnaire. Descriptive analysis was done using SPSS. Results: Twenty-two participants selected from basic, clinical and dental sciences and nursing faculty of seven schools. The participants rated assessment sessions on scale of 1-10 (1= poor, 10= excellent) for usefulness (8.42 ± 1.53), content (8.08 ± 1.61), relevance of session & content (8.50 ± 1.53), facilitation (8.00 ± 1.56) and overall (8.42 ± 1.31). They gained confidence for developing blueprint for assessment (2.96±0.86), developing MCQs (3.67±0.76), developing SAQs (3.42±0.93), constructing OSCE/OSPE (2.92±0.97) and conducting OSCE/OSPE (2.92±0.77) rated at Likert scale1-5 after participating in training. Sufficient number of participants suggested to allocate more time for assessment sessions and increase time for group work. Conclusion: It is noticed that participants recognize and acknowledge the importance of assessment and their confidence level has increased for developing blueprint, MCQs, SAQs, OSCE/OSPE and conducting OSCE/OSPE examination.
ABSTRACT
Background and Objectives: The aim of this study was to get feedback from the nursing faculty participants about effectiveness of training workshop on developing Objective Structure Clinical Examination and their learning experiences.Material and Methods: Seventeen faculty members participated in two and half days “Training Workshop on conducting OSCE”. There were two sessions of workshop- onsite (2 days) and online (half day). Methods used in sub-sessions of onsite session were tutorial on content, brainstorming, activity based small group work and discussion, and presentation of group work in plenary while assignment on developing OSCE for online session. The feedback of the participants was taken on semi-structured questionnaire containing seven questions; four closed and three open ended. Descriptive analysis was done in IBMS SPSS version 21.Results: Rating of the participants on training workshop was notable on rating scale 1-10 (1 poor to 10 excellent) for usefulness of training 9.65±0.70, content 9.00±1.00, relevance of training and content 9.29±0.85, facilitation 9.59±1.00 and overall rating 9.41±0.79. The level of confidence of participants after training workshop was enhanced 4.06±0.24 rated at Likert scale 1-5 for developing blueprint for assessment in related subject, test blueprint and test map and OSCE station. Useful Group work, step wise approach, interactive session, active participation and conducive environment were among the positive features of workshop.Conclusion: The feedback of the participants were constructive and remarkable. The training enhanced their level of confidence. The training was effective.