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Introduction : The Graduate Medical Education Regulation (GMR) 2019 in the curricular reforms recommends that “Shows How” level of the Miller's Pyramid is assessed through long case, Objective Structured Clinical Examination and Mini-Clinical Evaluation Exercise (Mini CEX). Objectives : 1. To utilize OSCE for assessing Field Visits carried out by Undergraduate medical students as formative assessment. 2. To find out the feasibility and effectiveness of Objective Structured Clinical Examination (OSCE) in Community Medicine. Method : An Educational Innovation Pilot Project was carried out in the department rdof Community Medicine of a Medical College in India. A pilot (18) of 3 MBBS students were assessed through Objective Structured Clinical Examination (OSCE) for epidemiological case study of malaria assigned to the author faculty. These students were also exposed to the oral viva. The analysis of the assessment was through assessment of codes of the procedure stations through checklists and mean scores of procedure and response stations. Qualitative analysis of emerging themes and quantitative analysis as likert scale were utilized for evaluation of the exam were used. Results : The mean score of all response stations was 5.1. Almost all students felt that OSCE was better than the conventional oral viva in assessing skills. Furthermore, almost all students and faculties suggested that it should gradually become a part of curriculum and scaled to entire and other batches with suggested modifications. The residents who participated as simulated cases found it to be a novel experience and a different kind of learning process. Conclusion : It is feasible to introduce OSCE with some modifications in assessing skills acquired in field visits in Community Case Management
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Background: Assessment is one of the most important aspect of teaching and learning process. Various assessmentmethods are available to assess the knowledge & skills of students. The objective of the study was to know viewsof the students regarding the best assessment method in anatomy.Materials and methods: Inputs from 200 MBBS students were collected who completed first year MBBS. Aquestionnaire which included questions relating to various assessment techniques for theory & practical internalexams in anatomy was used to get the feedback from the students.Results: Majority students felt that internal assessment should be conducted thrice in a year. The assessmentmethods preferred by them was written test for theory in the form of SAQ & SEQ and MCQ also should be includedin it. Many students felt that internal assessment should be the criteria for allowing students to appear inuniversity examinations but disagreed to include the internal assessment marks in university examination.Conclusion: It is important to obtain more frequent feedback from the students which will help teachers to modifythe assessment methods and improve the standards of medical education
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In-training Assessment (ITA) has the potential to test a wide range of competencies which are not testable by the yearend examination. However, despite high validity, educational impact and feasibility; its implementation is flawed. This paper proposes a “quarter model of in-training assessment” for implementation in the undergraduate medical curriculum in India. The model proposes that assessments be carried out at least quarterly; no teacher should contribute more than 25% of the marks for any student; no single assessment tool should contribute more than 25% marks; and no assessment should contribute to more than 25% of the total marks. We believe that structuring the implementation using multiple tests on multiple content areas by multiple examiners using multiple tools in multiple settings in the proposed quarter model will not only improve the reliability and validity of internal assessment, but also its acceptability.