RESUMEN
To evaluate Multiple Choice and Short Essay Question items in Basic Medical Sciences by determining item writing flaws [IWFs] of MCQs along with cognitive level of each item in both methods. This analytical study evaluated the quality of the assessment tools used for the first batch in a newly established medical college in Karachi, Pakistan. First and sixth module assessment tools in Biochemistry during 2009-2010 were analyzed. Cognitive level of MCQs and SEQs, were noted and MCQ item writing flaws were also evaluated. A total of 36 SEQs and 150 MCQs of four items were analyzed. The cognitive level of 83.33% of SEQs was at recall level while remaining 16.67% were assessing interpretation of data. Seventy six percents of the MCQs were at recall level while remaining 24% were at the interpretation. Regarding IWFs, 69 IWFs were found in 150 MCQs. The commonest among them were implausible distracters [30.43%], unfocused stem [27.54%] and unnecessary information in the stem [24.64%]. There is a need to review the quality including the content of assessment tools. A structured faculty development program is recommended for developing improved assessment tools that align with learning outcomes and measure competency of medical students
RESUMEN
OBJECTIVE: To introduce entrants in a medical university coming from traditional system of education to student-centered, problem based learning [PBL] and acquaint them with small group dynamics in order to make them life long learners. SETTING: Ziauddin Medical University, Karachi, Pakistan. SUBJECTS: First Year Students of Medical University. DESIGN: The course was of ten hours, divided in six session. In the first session, there were exercises for interaction in small groups, followed by sessions on principles of learning, learning methodologies, PBL, assessment and lastly importance of feedback. RESULT: Evaluation of the course revealed that 63% of the students agreed that the course achieved its objectives, 25% were not sure while 12% disagreed. Seventy one% agreed that the course promoted student to student interaction, 24% were not sure while 5% disagreed. The course made the process of transition from traditional system of learning to more innovative methods of learning, smoother for the students. The general feeling of the faculty members was that these students were able to perform better than the students who had not taken this course. It is too early to determine the success of this course. A follow-up study however is needed to evaluate the effectiveness of this course by determining the performance of students in small group session of Problem-Based Learning