Performance of medical students in final professional examination: Can in-course continuous assessments predict students at risk?
Background. Assessment drives students' learning. It measures the level of students' understanding. We aimed to determine whether performance in continuous assessment can predict failure in the final professional examination results. Methods. We retrieved the in-course continuous assessmen...
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| Veröffentlicht in: | The National medical journal of India 2018-09, Vol.31 (5), p.293-295 |
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| creator | Nagandla, K Gupta, E Motilal, T Teng, C Gangadaran, S |
| description | Background. Assessment drives students' learning. It measures the level of students' understanding. We aimed to determine whether performance in continuous assessment can predict failure in the final professional examination results.
Methods. We retrieved the in-course continuous assessment (ICA) and final professional examination results of 3 cohorts of medical students (n = 245) from the examination unit of the International Medical University, Seremban, Malaysia. The ICA was 3 sets of composite marks derived from course works, which includes summative theory paper with short answer questions and 1 of the best answers. The clinical examination includes end-of-posting practical examination. These examinations are conducted every 6 months in semesters 6, 7 and 8; they are graded as pass/fail for each student. The final professional examination including modified essay questions (MEQs), 1 8-question objective structured practical examination (OSPE) and a 16-station objective structured clinical examination (OSCE), were graded as pass/fail. Failure in the continuous assessment that can predict failure in each component of the final professional examination was tested using chi-square test and presented as odds ratio (OR) with 95% confidence interval (CI).
Results. Failure in ICA in semesters 6-8 strongly predicts failure in MEQs, OSPE and OSCE of the final professional examination with OR of 3.8-14.3 (all analyses p< 0.001) and OR of 2.4-6.9 (p |
| doi_str_mv | 10.4103/0970-258X.261197 |
| format | Article |
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Methods. We retrieved the in-course continuous assessment (ICA) and final professional examination results of 3 cohorts of medical students (n = 245) from the examination unit of the International Medical University, Seremban, Malaysia. The ICA was 3 sets of composite marks derived from course works, which includes summative theory paper with short answer questions and 1 of the best answers. The clinical examination includes end-of-posting practical examination. These examinations are conducted every 6 months in semesters 6, 7 and 8; they are graded as pass/fail for each student. The final professional examination including modified essay questions (MEQs), 1 8-question objective structured practical examination (OSPE) and a 16-station objective structured clinical examination (OSCE), were graded as pass/fail. Failure in the continuous assessment that can predict failure in each component of the final professional examination was tested using chi-square test and presented as odds ratio (OR) with 95% confidence interval (CI).
Results. Failure in ICA in semesters 6-8 strongly predicts failure in MEQs, OSPE and OSCE of the final professional examination with OR of 3.8-14.3 (all analyses p< 0.001) and OR of 2.4-6.9 (p<0.05). However, the correlation was stronger with MEQs and OSPE compared to OSCE.
Conclusion. ICA with theory and clinical examination had a direct relationship with students' performance in the final examination and is a useful assessment tool.</description><identifier>ISSN: 0970-258X</identifier><identifier>EISSN: 0970-258X</identifier><identifier>DOI: 10.4103/0970-258X.261197</identifier><identifier>PMID: 31267998</identifier><language>eng</language><publisher>India: All India Institute of Medical Sciences</publisher><subject>At risk students ; Cognition & reasoning ; Confidence intervals ; Investigations ; Learning ; Medical examination ; Medical schools ; Medical students ; Physiology ; Students ; Theory ; Training</subject><ispartof>The National medical journal of India, 2018-09, Vol.31 (5), p.293-295</ispartof><rights>COPYRIGHT 2018 Medknow Publications and Media Pvt. Ltd.</rights><rights>Copyright All India Institute of Medical Sciences Sep/Oct 2018</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27903,27904</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/31267998$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Nagandla, K</creatorcontrib><creatorcontrib>Gupta, E</creatorcontrib><creatorcontrib>Motilal, T</creatorcontrib><creatorcontrib>Teng, C</creatorcontrib><creatorcontrib>Gangadaran, S</creatorcontrib><title>Performance of medical students in final professional examination: Can in-course continuous assessments predict students at risk?</title><title>The National medical journal of India</title><addtitle>Natl Med J India</addtitle><description>Background. Assessment drives students' learning. It measures the level of students' understanding. We aimed to determine whether performance in continuous assessment can predict failure in the final professional examination results.
Methods. We retrieved the in-course continuous assessment (ICA) and final professional examination results of 3 cohorts of medical students (n = 245) from the examination unit of the International Medical University, Seremban, Malaysia. The ICA was 3 sets of composite marks derived from course works, which includes summative theory paper with short answer questions and 1 of the best answers. The clinical examination includes end-of-posting practical examination. These examinations are conducted every 6 months in semesters 6, 7 and 8; they are graded as pass/fail for each student. The final professional examination including modified essay questions (MEQs), 1 8-question objective structured practical examination (OSPE) and a 16-station objective structured clinical examination (OSCE), were graded as pass/fail. Failure in the continuous assessment that can predict failure in each component of the final professional examination was tested using chi-square test and presented as odds ratio (OR) with 95% confidence interval (CI).
Results. Failure in ICA in semesters 6-8 strongly predicts failure in MEQs, OSPE and OSCE of the final professional examination with OR of 3.8-14.3 (all analyses p< 0.001) and OR of 2.4-6.9 (p<0.05). However, the correlation was stronger with MEQs and OSPE compared to OSCE.
Conclusion. ICA with theory and clinical examination had a direct relationship with students' performance in the final examination and is a useful assessment tool.</description><subject>At risk students</subject><subject>Cognition & reasoning</subject><subject>Confidence intervals</subject><subject>Investigations</subject><subject>Learning</subject><subject>Medical examination</subject><subject>Medical schools</subject><subject>Medical students</subject><subject>Physiology</subject><subject>Students</subject><subject>Theory</subject><subject>Training</subject><issn>0970-258X</issn><issn>0970-258X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><recordid>eNptkkuLFDEUhQtRnHF070oKBJlNtXlUkoobGRtfMKALBXchnbpxMl2V9CQp2ln6z03Z8-gWySK5l-8cch9V9RyjRYsRfY2kQA1h3Y8F4RhL8aA6vks93HsfVU9SukSIU8zw4-qIYsKFlN1x9fsrRBviqL2BOth6hN4ZPdQpTz34nGrna-t8yWxisJCSC3MAv_RYsrlEb-ql9gVrTJhigtoEn52fwpRqnVJRjH99NnF2zvfGOtfRpfXbp9Ujq4cEz27uk-r7h_fflp-a8y8fPy_PzhvTUqEbgVGP8YrTrpMYlYD3mkoqeyKY0XQlsRAd7piwbQe25StBobWWddhwSoDQk-p051sKuZogZTW6ZGAYtIfyWUUIw1wS3PGCvvwHvSy1lbp3FJMtZ_ie-qkHUM7bkKM2s6k6YxJL2SLGCrX4D1VOD6MrvQLrSv5A8GpPcAF6yBcpDNPc63QIoh1oYkgpglWb6EYdrxVGal4PNc9fzfNXu_Uokhc3hU2rMuk7we0-FODdDtiGIUNM62HaQlSFXfuwPTBu9owVkVTdbhL9A2REyXk</recordid><startdate>20180901</startdate><enddate>20180901</enddate><creator>Nagandla, K</creator><creator>Gupta, E</creator><creator>Motilal, T</creator><creator>Teng, C</creator><creator>Gangadaran, S</creator><general>All India Institute of Medical Sciences</general><general>Medknow Publications and Media Pvt. Ltd</general><general>Scientific Scholar</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>04Q</scope><scope>04T</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>8C1</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>K9.</scope><scope>M0S</scope><scope>M1P</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>7X8</scope></search><sort><creationdate>20180901</creationdate><title>Performance of medical students in final professional examination: Can in-course continuous assessments predict students at risk?</title><author>Nagandla, K ; Gupta, E ; Motilal, T ; Teng, C ; Gangadaran, S</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c437a-710d11b638891010d6da3939d275ca3b917781857f48ef46b73e4ff581c632e23</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>At risk students</topic><topic>Cognition & reasoning</topic><topic>Confidence intervals</topic><topic>Investigations</topic><topic>Learning</topic><topic>Medical examination</topic><topic>Medical schools</topic><topic>Medical students</topic><topic>Physiology</topic><topic>Students</topic><topic>Theory</topic><topic>Training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Nagandla, K</creatorcontrib><creatorcontrib>Gupta, E</creatorcontrib><creatorcontrib>Motilal, T</creatorcontrib><creatorcontrib>Teng, C</creatorcontrib><creatorcontrib>Gangadaran, S</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>India Database</collection><collection>India Database: Health & Medicine</collection><collection>ProQuest Central (Corporate)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Public Health Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>MEDLINE - Academic</collection><jtitle>The National medical journal of India</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Nagandla, K</au><au>Gupta, E</au><au>Motilal, T</au><au>Teng, C</au><au>Gangadaran, S</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Performance of medical students in final professional examination: Can in-course continuous assessments predict students at risk?</atitle><jtitle>The National medical journal of India</jtitle><addtitle>Natl Med J India</addtitle><date>2018-09-01</date><risdate>2018</risdate><volume>31</volume><issue>5</issue><spage>293</spage><epage>295</epage><pages>293-295</pages><issn>0970-258X</issn><eissn>0970-258X</eissn><abstract>Background. Assessment drives students' learning. It measures the level of students' understanding. We aimed to determine whether performance in continuous assessment can predict failure in the final professional examination results.
Methods. We retrieved the in-course continuous assessment (ICA) and final professional examination results of 3 cohorts of medical students (n = 245) from the examination unit of the International Medical University, Seremban, Malaysia. The ICA was 3 sets of composite marks derived from course works, which includes summative theory paper with short answer questions and 1 of the best answers. The clinical examination includes end-of-posting practical examination. These examinations are conducted every 6 months in semesters 6, 7 and 8; they are graded as pass/fail for each student. The final professional examination including modified essay questions (MEQs), 1 8-question objective structured practical examination (OSPE) and a 16-station objective structured clinical examination (OSCE), were graded as pass/fail. Failure in the continuous assessment that can predict failure in each component of the final professional examination was tested using chi-square test and presented as odds ratio (OR) with 95% confidence interval (CI).
Results. Failure in ICA in semesters 6-8 strongly predicts failure in MEQs, OSPE and OSCE of the final professional examination with OR of 3.8-14.3 (all analyses p< 0.001) and OR of 2.4-6.9 (p<0.05). However, the correlation was stronger with MEQs and OSPE compared to OSCE.
Conclusion. ICA with theory and clinical examination had a direct relationship with students' performance in the final examination and is a useful assessment tool.</abstract><cop>India</cop><pub>All India Institute of Medical Sciences</pub><pmid>31267998</pmid><doi>10.4103/0970-258X.261197</doi><tpages>3</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | At risk students Cognition & reasoning Confidence intervals Investigations Learning Medical examination Medical schools Medical students Physiology Students Theory Training |
| title | Performance of medical students in final professional examination: Can in-course continuous assessments predict students at risk? |
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