salah_abdellatief

أ.د صلاح رشدى أحمد عبد اللطيف

استاذ - أستاذ التوليد وأمراض النساء بكلية طب سوهاج ووكيل الكلية لشئون التعليم والطلاب

كلية الطب

العنوان: قسم التوليد وأمراض النساء. كلية طب سوهاج - ش جامعة سوهاج.مدينة ناصر .محافظة سوهاج.ص .ب 82524

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إعجاب

Student Assessment

2018-10-23 11:10:04 |

3.1 Assessment Methods:

Basic standard: The medical school must define and state the methods used for assessment of its students, including the criteria for passing examinations.

  • Provide the general policy on assessment including the documents provided to students that specify timing, weighting and criteria for progression.
  • Who is responsible for the assessment policy?
  • Describe composition of involved committees and their terms of reference.

Policies of the Ministry of Higher Education and regulations for Qassim University constitute the framework of assessment methods in the College. The objectives of student assessment are to promote learning by encouraging and rewarding hard work, and to assess the competencies and attributes among students and graduates. The College has a student assessment system that includes formative and summative assessment components. The latter combines continuous assessment with end-of-course (or end-of-block) examination. In general, course marks should include inputs from continuous assessment and end-of-course examination; however, these components have different weighting in different years and courses, according to the course style and its contribution toward final assessment.

Every assessment tool has its advantages and drawbacks. Therefore, using different assessment tools is more appropriate and fair and also helps evaluate students’ performance in different aspects of the learning process. Thus the general frame of student assessment in the college includes the following.

  1. Knowledge
  • Formative assessment
  • Weekly MCQs test during the wrap-up session of PBL
  • On-line biweekly tests: these include a mixture of Type-A MCQs, context-rich MCQs, and true and false questions. Correct answers and explanations are provided only to students who attempt the test.
  • Progress testing: this was conducted for the whole college in 2010 and only for the preclinical phase in 2011.
  • Summative assessment
  • Ongoing assessment through:
    • Weekly evaluation of student performance in PBL tutorial sessions according to items already announced to students.
    • Seminar presentations and discussions
    • Objective stations practical exam (OSPE)
    • Quizzes with multiple choice questions (MCQs)
    • Daily evaluation through bed-side teaching sessions
  • End-of-course/end-of-block exam:
    • Multiple choice questions (MCQs)
    • Structured essay questions (SEQs)
    • Modified essay questions (MEQs)
    • Structured oral examination
    • Objective stations clinical examination (OSCE)
  1. Cognitive skills
  • PBL sessions: the outcome of the PBL session is evaluated by highlighting and achieving learning issues for the weekly problems.
  • Research methods course (Year-3): the students design, conduct and analyze data from a research study and present the results to entire faculty.
  • Case presentations and case discussions during the clinical clerkship phase.
  1. Interpersonal skills
  • Assessment of performance as a leader and/or team member during the weekly PBL sessions (by the tutor supervising the PBL session).
  • Evaluation of group performance and individual students’ participation in seminar preparation and presentation (by faculty members supervising and evaluating the students’ seminars).
  • Weekly comparison of learning issues derived by students among different groups for each PBL session.
  • Weekly comparison of learning issues derived by students to the preset objectives for the week's problem for each PBL session.
  • Assessment of students’ achievements in their research projects.
  • Annual presentation of student research projects to the whole faculty.
  1. Numerical and communication skills
  • Evaluation of individual students during PBL sessions according to a standard checklist.
  • Evaluation of case presentations.
  • Seminar evaluation (for knowledge gained and presentation skills, according to a standard checklist).
  1. Psychomotor skills
  • Clinical skills assessment through comprehensive checklist
  • Objective stations practical exam (OSPE)
  • Objective stations clinical examination (OSCE)

 

Weighting of different examination components: The assigned marks to a given course are according to the credit hours. Each course includes a series of assessment methods, including written, oral and practical examinations, continuous assessment tests and monitoring of performance during group activities, and students’ projects and other graded assignments. The following is the distribution of the weights for the various examination components in the preclinical and clinical phases.

In the preclinical phase:

  • Continuous Assessment (40%):
    • 10% for PBL sessions
    • 5% for assignment-presentation
    • 25% for skills examinations (OSPE)
  • End of Block Examination: 60%:

Paper I:

  • 10% for Short Essay Questions
  • 20% for Modified Essay Questions

Paper II: 

  • 30% Multiple Choice Questions

In the clinical phase:

The general plan is that formative assessment is online, and continuous assessment has 40% of the course mark.

  • Continuous Assessment (40%) is composed of::
    • Through course assessment (10%)
      • Attendance and participation in case discussions
      • Weekly/biweekly quizzes
      • Student presentation/seminars
    • Mid-course exam (1-2) (30%)
      • MCQs
      • OSCE
    • End of course exam (60%) is composed of:
      • MCQs
      • MEQs
      • OSCE

The number and frequency of quizzes and mid-course exams vary between disciplines and according to the length of the rotation. The weights of different components of exams also vary according to the nature of the course.

 

Timing of examinations: In the preclinical phase, due to the overlapping nature of the sequential blocks and in order to prevent stress of students having one block from previous year, the Phase Coordination Committee sets the dates of exams for the whole phase at the beginning of the year. The whole calendar is announced at the start of the year and fixed dates of exams are declared in time table of each block. Some malleability is allowed for OSPEs, clinical skills and HIC exams through discussion with student representatives since no overlap is guaranteed. (Appendix 20, 23, 26).

For the clinical clerkship phase, end of course exams also have their fixed time at the end of the rotation. Timing of quizzes and mid-course exams are determined through discussions with students.

Criteria for passing, progression from one year to next, and program completion

Criteria for passing course/block exams: University regulation provides a criterion referencing for pass and fail; a student should get a minimum of 60% in a course in order to pass it. Grades are calculated as follows:

Marks Percentage

Grade

Weight (maximum = 5.0)

95 to 100

A+

5.00

90 to less than 95

A

4.75

85 to less than 90

B+

4.50

80 to less than 85

B

4.00

75 to less than 80

C+

3.50

70 to less than 75

C

3.00

65 to less than 70

D+

2.50

60 to less than 65

D

2.00

Less than 60

F

1.00

 

The College has developed its own system for setting standards of pass/fail depending on the normative referencing. After each examination, item analysis of the MCQs and psychometric analysis for other components (SEQs, MEQs and OSPE) are carried out and the marks are accordingly adjusted.

Criteria for progression to next year in the preclinical phase:

  • Any student who passes all courses of a year will progress to the next year.
  • Any student who fails in less than three of the sequential blocks is allowed for a re-sit examination in one of these blocks.
  • Students who could not pass one of the sequential blocks are allowed to move to the next year having this block in addition to the next year blocks. They are also allowed to take the end-of-block examination without having to attend the block activities.
  • Students who fail in two or more of the sequential blocks have to repeat these blocks before being upgraded to the next level.
  • Students who fail in any of the longitudinal courses are allowed to take re-sit examination in that course.

Criteria for progression from preclinical phase to the clinical clerkship phase:

  • Students must pass all courses of the preclinical phase before moving on to the clinical clerkship phase. If a student has only one remaining block, he/she is allowed to take an exceptional re-sit examination for that block at the end of the first semester. Passing this examination allows the student to join the clinical clerkship phase in the second semester.

Criteria for progression to next year in the clinical clerkship phase:

  • Students in the fourth year automatically move to the fifth year, regardless of the number of courses passed. Students failing in any of the longitudinal courses are allowed to register for those courses and take their respective examinations during the fifth year. However, if a student fails in a rotational course, he/she has to repeat the course(s) after finishing the fifth year.

Criteria for program completion:

  • Students must complete the required number of credit hours (199 hours) with a minimum passing score (60%), before they are eligible for program completion.
  • Students must earn a minimum GPA score of 2 (out of 5).
  • Students must complete the internship year to the satisfaction of all their clinical supervisors.

Academic committees responsible for the assessment policy:

The assessment policy is laid out in the general framework of students’ assessment, which is developed by the College Council. Departmental Boards of the clinical phase, and the Academic Coordination Committee and the Blocks Committee of the preclinical phase have flexibility in implementation of the assessment policy in different courses according to the specific needs of the course.

The College Council is chaired by the Dean and includes all three Vice Deans, the heads (or chairmen/supervisors) of all academic departments and two additional representatives of faculty, who are nominated by the Dean.

The Academic Coordination Committee includes the heads of the departments, academic coordinators of preclinical years and the coordinator of the female section. Additional members are included by nomination from the Vice Dean for Academic affairs. They are selected from the senior faculty members who have sufficient experience with the educational and assessment systems of the College.

The Blocks Committee includes the members of the Academic Coordination Committee, all chairpersons/supervisors of the biomedical disciplines, the Supervi


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