Background: Conducting online classes and assessment during the COVID-19 pandemic is not without challenges. The world of medical education is adapting online training and assessment because of COVID-19 pandemic restrictions. The present study was conducted to assess the students' perception regarding the process, difficulties encountered and perceived effectiveness of online assessment.
Materials And Methods: Online viva-voce (theory and visual based) was conducted in a government medical college in Karwar, Karnataka, India using videoconferencing application (Google Meet) to 149 second MBBS students as a formative assessment in 2020 over 3 months. Ten students per day joined Google Meet, 10 questions were asked to each student and assessed using a tutor marking system (on-spot). A feedback questionnaire (Google Form) was administered to students who attended online Viva-Voce. Data was analysed using descriptive and inferential statistics (Student's -test).
Results: Out of 149 students, 132 participated and responded to a feedback questionnaire. Majority of the participants (91%) agreed that questions covered all topics kept for viva, 82% of them felt it would be helpful for performance in final examinations. Thirty percent of students faced network issues at their places, 45% felt nervous while facing viva in the presence of other students and 35% of participants preferred online methods over traditional viva voce. Online viva voce can be transparent (90%) and less biased (88%) if done in structured format.
Conclusion: Online viva-voce may become relevant and effective in medical education assessment with transparent marking system for students' performance.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9277747 | PMC |
| http://dx.doi.org/10.4103/jehp.jehp_446_21 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Unlocking learning: exploring take-home examinations and examinations in microbiology education for biomedical laboratory science students.
J Microbiol Biol Educ
December 2024
Division of Clinical Microbiology, Department of Laboratory Medicine, Karolinska Institutet, Stockholm, Sweden.
Many educational institutions transitioned to digital distance-based learning and assessment formats in 2020 due to the severe acute respiratory syndrome-coronavirus 2 (SARS-CoV-2) pandemic. This shift has often been associated with concerns about increased student cheating and heightened stress. In this study, we compared the major course assessment grades of students in a microbiology course delivered through a digital distance-based format, including a take-home examination and a examination during 2020, 2021, and 2022 ( = 127) with those who took the course in a traditional, live, in-person format with an in-class examination in 2019 ( = 45).
View Article and Find Full Text PDFUse of Interprofessional Education Module (IPE) for Postgraduate Training-an Innovative T-L Method for Collaborative Learning.
J Maxillofac Oral Surg
December 2024
Oral & Maxillofacial Surgery, Government Dental College & Hospital, Nagpur, India.
Article Synopsis
- * Interprofessional Education (IPE) is proposed as a solution to improve residents' knowledge and attitudes toward managing facial trauma collaboratively.
- * A study involving 30 postgraduate participants showed that the IPE module significantly increased knowledge and positively changed attitudes regarding teamwork in healthcare.
Online Formative Assessments in Medical Education During COVID-19.
J Nepal Health Res Counc
October 2024
Department of Biochemistry, RUHS College of Medical Sciences, Jaipur, Rajasthan, India.
Background: This study aimed to evaluate perception of medical students regarding online mode of assessments and to compare the academic outcomes of various methodologies adopted for online formative assessments.
Methods: This was a descriptive cross-sectional study. This study was conducted in the department of biochemistry at the constituent medical college of Health University in India and included 150 first year medical undergraduates of either gender.
Viva voce using Objective, Integrated, Clustered Examination Software (VOICES) app: study for formative assessment of medical undergraduate students in physiology.
Adv Physiol Educ
December 2024
Department of Physiology, All India Institute of Medical Sciences, Raipur, Chhattisgarh, India.
The significance of assessment in driving learning is undeniable, particularly in oral assessments like viva voce where students express themselves verbally. However, traditional viva voce examinations' challenges include reliability, objectivity, content validity, time constraints, varying question difficulty levels, inconsistency in questioning among students, the influence of the "halo" effect, and issues with the test environment. Thus the study aimed to evaluate the effectiveness of Objective, Integrated, Clustered Examination Software (VOICES) compared to traditional viva voce methods.
View Article and Find Full Text PDFNear-Peer Tutoring for Surgical Examination Preparation for Final Year Exam Readiness (Project SEPFYR).
J Surg Educ
November 2024
Department of Hepato-Pancreato-Biliary and Transplant Surgery, Singapore General Hospital, Singapore.
Background: Traditional surgical education often lacks targeted preparation for the interactive components of examinations, such as viva voce and objective structured clinical examination (OSCE) assessments. We present our approach and explore the efficacy of a near-peer tutoring program aimed at enhancing final-year students' readiness for such assessments.
Methods: Project SEPFYR (surgical exam prep for final year exam readiness) was conducted within a near-peer tutoring framework and comprised interactive discussions of selected case scenarios focusing on viva voce techniques and OSCE responses.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!