Evaluation of web-based self-assessment module administered in a medical school of Nepal

Shital Bhandary, Satish Raj Ghimire, Ira Shrestha

Abstract


Introductions: Self-assessment enables medical students to self-evaluate
their knowledge and seek timely assistance for effective learning from
their peers and faculties. Self-assessment is an integral part of the student
assessment system of School of Medicine, Patan Academy of Health
Sciences.

Methods: Multiple Choice Questions (MCQs) and Structured Integrated
Short Answer Questions (SISAQs) links were sent to the personal e-mail of
medical students at the start of Principle of Human Biology I Block. These
items were created and selected from various disciplines as per their
curricular weightage in this block. Students’ scores and feedback were
analysed once this 11-week long block was over.

Results: The MCQ surveys had ideal difficulty levels and acceptable
discrimination indices but they had poor internal consistencies. The
criterion-referenced cut-scores of MCQs and SISAQ were higher than
the conventionally used 50% pass-mark in Nepal. Students’ suggested to
increase the MCQs and SISAQ numbers and match them in terms of their
difficulty levels with the end-block and end-year summative assessments.
Item analysis helped to identify the items to be retained, revised and
discarded for the future use.

Conclusions: Web-based self-assessment of knowledge was found to be an
extremely useful tool to inculcate self-directed and life-long learning habits
among medical students.

Keywords: self-assessment, MCQ, SISAQ, angoff, borderline regression,
standard setting


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