IJAR.2017.233

Type of Article:  Original Research

Volume 5; Issue 2.3 (June 2017)

Page No.: 3976-3982

DOI: https://dx.doi.org/10.16965/ijar.2017.233

STRUCTURING THE UNSTRUCTURED: NEW DIMENSION IN VIVA ASSESSMENT FOR ANATOMY

Rokade Shrikant A, Kate Deepali R *.

Associate Professor, Department of Anatomy Byramjee Jeejeebhoy Government Medical College and Sassoon Hospital, Pune, Maharashtra, India.

Correspondence Author: Dr Kate Deepali  R, Associate Professor, Department of Anatomy, Byramjee Jeejeebhoy Government Medical College and Sassoon Hospitals, Pune, Maharashtra, India.E-Mail: drd.kate@gmail.com

ABSTRACT

Introduction: Assessment methods of students undertaking medical curriculum has always remained debatable. There are continuous attempts to make assessment more objective and reliable. There has been a shift in the paradigm, where traditional methods such as essay type questions are giving way to newer objective methods in the form of multiple choice questions and short answer questions. The pre clinical undergraduate students are still being assessed in Human Anatomy using the Conventional Viva Examination (CVE) technique in most of the medical schools in India posing risk of examiner bias, non uniformity and variable difficulty level which affects validity and reliability. With this background a need felt to introduce Objective Structured Viva Examination (OSVE), an analogue of Objective Structured Practical Examination (OSPE).

Aim and Objectives: To evaluate Objective Structured Viva Examination versus Conventional Viva as an assessment tool for the undergraduate medical students in Human Anatomy and to study students’ and faculty perception regarding both these assessment methods.

Materials and Methods: Fifty two undergraduate students were assessed by CVE followed by OSVE as a part of their formative examination. Student’s feedback was obtained using five point Likert scale to assess their perception about both the assessment methods. Students’ performance and responses were analysed using SPSS.

Result and Conclusion: Students average scores in OSVE were significantly higher than CVE. OSVE was found to be highly sensitive but less specific. OSVE emerged as a better tool in terms of assessment as well as from the student’s point of view.

KEY WORDS:  Human Anatomy, Conventional viva, Objective Structured Viva Examination, Assessment, Viva voce.

REFERENCES

  • Odit, M., Dookhan, K. and Fauzel, S. The Impact of Education on Economic Growth: The Case of Mauritius.International Business & Economics Research Journal .2010; 9(8).
  • Rauf, A., Shamim, M. S., Aly, S. M., Chundrigar, T., &Alam, S. N. Formative assessment in undergraduate medical education: concept, implementation and hurdles. Journal of the Pakistan Medical Association.2014;64 (1):72-5.
  • Archer, J. State of the science in health professional education: effective feedback. Medical Education.2010;44: 101-8.
  • Epstein, R. Assessment is medical education. The New England Journal of 2007;356:387-96.
  • Ferris, H., & Flynn, D. Assessment in Medical Education; What Are We Trying to Achieve? International Journal of Higher Education.2015; 4 (2).
  • Bell, B. & Cowie, B. The Characteristics of Formative assessment in Science Education. Science Education. 2001;85:536-53.
  • Wormald, B.W., Schoeman, S, Somasunderman, A. Assessment drives learning: an unavoidable truth? Anatomical Sciences Education. 2009;2(5):199-204.
  • Paul V. Assessment of clinical competence of undergraduate medical students. Indian Journal of Pediatrics 1994;61:145-151.
  • Oakley, B., &Hencken, C. Oral examination assessment practices: Effectiveness and change with a first year undergraduate cohort.Journal of Hospital, Leisure, Sport& Tourism Education. 2005;4:3-14.
  • Harden R M, Stevenson M, Wilson D W, Wilson G M, Assessment of clinical competencies using objective structured clinical examination. Br. Med. J.1975; 5955(1):447- 51.
  • Harden, R.M and Gleeson, F.A. Assessment of clinical competence using an objective structured clinical examination (OSCE). Medical Education. 1979;64:123-5.
  • Shaikh Objective Structured Viva Examination Versus Traditional Viva Examination in Evaluation of Medical Students. Anatomy and Physiology journal.2015;5:3.
  • Rehana Rehman, Sadiqa Syed, Azhar Iqbal, RabiyaRehan. Perception and Performance of Medical Students in Objective Structured Practical Examination and Viva Voce. 2012;8(2).
  • Ranjan R, Jain A, Bhujade R. OSPE in Anatomy: New dimensions in Assessment. International Journal of Anatomy And Research. 2016;4(1):1789-1794.
  • Sharad K Gor, Deepa Budh, Bhalchandra M Athanikar .Comparison of Conventional Viva Examination with Objective Structured Viva in Second Year Pathology Students. International Journal of Medical Science and Public Health, 2014;3(5).
  • Abraham RR, Raghavendra R, Surekha K, Asha K. A trial of objective structured practical examination at Melaka Manipal Medical College India. Advances in Physiology Education. 2009;33(1):21–3.
  • Awaisu A, Abd Rahman NS, Nik Mohamed MH, Bux Rahman Bux SH, Mohamed Nazar NI Malaysian pharmacy students’ assessment of an objective structured clinical examination .American Journal of  Pharmaceutical Education. 2010;74(2):34.
  • Khilnani, A.K, Charan J, Thaddanee R., Pathak, RR., Makwana, S, Khilnani, G. Structured oral examination in pharmacology for undergraduate medical students: factors influencing its implementation. Indian Journal of Pharmacology.2015;47(5):46-50.

Cite this article: Rokade Shrikant A, Kate Deepali R. STRUCTURING THE UNSTRUCTURED: NEW DIMENSION IN VIVA ASSESSMENT FOR ANATOMY. Int J Anat Res 2017;5(2.3):3976-3982. DOI: 10.16965/ijar.2017.233