Gominda Ponnamperuma

Student perceptions of a portfolio assessment process

Objectives  The objectives of this study were to identify and analyse students’ attitudes to the portfolio assessment process over time.

Technology-enabled assessment of health professions education: Consensus statement and recommendations from the Ottawa 2010 conference

The uptake of information and communication technologies (ICTs) in health professions education can have far-reaching consequences on assessment. The medical education community still needs to develop a deeper understanding of how technology can underpin and extend assessment practices. This article was developed by the 2010 Ottawa Conference Consensus Group on technology-enabled assessment to guide practitioners and researchers working in this area. This article highlights the changing nature of ICTs in assessment, the importance of aligning technology-enabled assessment with local context and needs, the need for better evidence to support use of technologies in health profession education assessment, and a number of challenges, particularly validity threats, that need to be addressed while incorporating technology in assessment. Our recommendations are intended for all practitioners across health professional education. Recommendations include adhering to principles of good assessment, the need for developing coherent institutional policy, using technologies to broaden the competencies to be assessed, linking patient-outcome data to assessment of practitioner performance, and capitalizing on technologies for the management of the entire life-cycle of assessment.

The long case and its modifications: a literature review.

Context  This review provides a summary of the published literature on the suitability of the long case and its modifications for high‐stakes assessment.

Examiner perceptions of a portfolio assessment process

Background: The portfolio assessment process is important for assessing learner achievement. Aims: To study examiner perceptions of Dundee Medical Schools portfolio assessment process, in years 4 and 5 of the 5-year curriculum, in relation to: outcomes as a framework for the portfolio assessment process; portfolio content; portfolio assessment process; end points of the portfolio assessment process; appropriateness of the two part final exam format and examiner training. Methods: A questionnaire containing statements and open questions was used to obtain examiner feedback. Responses to each statement were compared over 3 years: 1999, 2000 and 2003. Results: Response rates were 100%, 88% and 61% in 1999, 2002 and 2003, respectively. Examiners were positive about the ability of institutionally set learning outcomes (Dundee 12 exit learning outcomes) to provide a framework for the portfolio assessment process. They found difficulties, however, with the volume of portfolio content and the time allocated to assess it. Agreeing a grade for each learning outcome for the candidate with their co-examiner did not present difficulties. The comprehensive, holistic picture of the candidate provided by the portfolio assessment process was perceived to be one of its strengths. Examiners were supportive of the final examination format, and were satisfied with their briefing about the process. Conclusions: The 12 exit learning outcomes of Dundee curriculum provide an appropriate framework for the portfolio assessment process, but the content of the portfolio requires fine-tuning particularly with regard to quantity. Time allocated to examiners for the portfolio assessment process needs to be balanced against practicability. The holistic picture of the candidate provided by the process was one of its strengths.

Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates

BackgroundPrevious research has shown that higher Emotional Intelligence (EI) is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates.MethodsThis descriptive cross-sectional research study was conducted among 471 medical undergraduates of 2nd, 4th and final years of University of Colombo, Sri Lanka. Students were rated on self administered Perceived Stress Scale (PSS) and Schutte Self-Report Emotional Intelligence Test (SEIT). Examination results were used as the dichotomous outcome variable in a logistic regression analysis.ResultsFemales had higher mean EI scores (p = 0.014). A positive correlation was found between the EI score and the number of extracurricular activities (r = 0.121, p = 0.008). Those who were satisfied regarding their choice to study medicine, and who were planning to do postgraduate studies had significantly higher EI scores and lower PSS scores (p <0.001). Among final year undergraduates, those who passed the Clinical Sciences examination in the first attempt had a higher EI score (p <0.001) and a lower PSS score (p <0.05). Results of the binary logistic-regression analysis in the entire study population indicated that female gender (OR:1.98) and being satisfied regarding their choice of the medical undergraduate programme (OR:3.69) were significantly associated with passing the examinations. However, PSS Score and engagement in extracurricular activities were not associated with ‘Examination Results’.ConclusionsHigher EI was associated with better academic performance amongst final year medical students. In addition a higher EI was observed in those who had a higher level of self satisfaction. Self-perceived stress was lower in those with a higher EI. Enhancing EI might help to improve academic performance among final year medical student and also help to reduce the stress levels and cultivate better coping during professional life in the future.

Validating a script concordance test for assessing neurological localization and emergencies

Clinical judgment is the ability to weigh clinical information and make decisions under conditions of uncertainty. Although neurological localization (NL) and neurological emergencies (NE) present such uncertainties, no validated method is reported to assess these decision‐making skills. A script concordance test (SCT) was designed and validated to assess clinical judgment in NL and NE.

Design, implementation and evaluation of a medical education programme using the ambulatory diagnostic and treatment centre

Background: In the UK a central government initiative is seeking to transfer aspects of specialist NHS care to community settings using ambulatory diagnostic and treatment centres (ADTCs). Aims: Following the redevelopment of a district general hospital as an ADTC, we were interested in the feasibility of using this new facility to deliver a structured programme for undergraduate medical students. Method: Twenty self-selected fifth year medical students at the University of Dundee, together with teaching and administration staff in the ADTC, took part in the study during the academic year 2005–2006. Results: One hundred percent of students and 73% of staff responded to a questionnaire pitched at the level of reaction to the course. The key findings were that the students found the teaching venues useful, the general environment conducive to learning, and the content appropriate to their needs. Staff felt that patients were not unhappy or disturbed by having students present and did not think the presence of students inhibited their clinical work. They appreciated the new opportunity to teach. Conclusions: An ADTC is a viable setting for structured teaching of undergraduate medical students. It provides a context for medical student leaning away from the main teaching hospital.

Past-behavioural versus situational questions in a postgraduate admissions multiple mini-interview: a reliability and acceptability comparison

BackgroundThe Multiple Mini-Interview (MMI) mostly uses ‘Situational’ Questions (SQs) as an interview format within a station, rather than ‘Past-Behavioural’ Questions (PBQs), which are most frequently adopted in traditional single-station personal interviews (SSPIs) for non-medical and medical selection. This study investigated reliability and acceptability of the postgraduate admissions MMI with PBQ and SQ interview formats within MMI stations.MethodsTwenty-six Japanese medical graduates, first completed the two-year national obligatory initial postgraduate clinical training programme and then applied to three specialty training programmes - internal medicine, general surgery, and emergency medicine - in a Japanese teaching hospital, where they underwent the Accreditation Council for Graduate Medical Education (ACGME)-competency-based MMI. This MMI contained five stations, with two examiners per station. In each station, a PBQ, and then an SQ were asked consecutively. PBQ and SQ interview formats were not separated into two different stations, or the order of questioning of PBQs and SQs in individual stations was not changed due to lack of space and experienced examiners. Reliability was analysed for the scores of these two MMI question types. Candidates and examiners were surveyed on this experience.ResultsThe PBQ and SQ formats had generalisability coefficients of 0.822 and 0.821, respectively. With one examiner per station, seven stations could produce a reliability of more than 0.80 in both PBQ and SQ formats. More than 60% of both candidates and examiners felt positive about the overall candidates’ ability. All participants liked the fairness of this MMI when compared with the previously experienced SSPI. SQs were perceived more favourable by candidates; in contrast, PBQs were perceived more relevant by examiners.ConclusionsBoth PBQs and SQs are equally reliable and acceptable as station interview formats in the postgraduate admissions MMI. However, the use of the two formats within the same station, and with a fixed order, is not the best to maximise its utility as an admission test. Future studies are required to evaluate how best the SQs and PBQs should be combined as station interview formats to enhance reliability, feasibility, acceptability and predictive validity of the MMI.

The relationship between non-functioning distractors and item difficulty of multiple choice questions: A descriptive analysis

Objectives: This study investigates the relationship between the presence of non-functioning distractors (NFDs) and the difficulty index of multiple choice questions (MCQs). Materials and Methods: The number of NFDs and difficulty index were correlated for each MCQ of Family Medicine Examination, College of Medicine, King Saud University (KSU) in three consecutive years (2010, 2011 and 2012). Results: The MCQs with more NFDs showed high difficulty index as compared to MCQs having less NFDs. The pattern of increasing difficulty index was 1NFD Conclusion: MCQs with a higher number of NFDs are easier than those with lower number of NFDs.

Selection for postgraduate training.

Background:  Selection for an educational programme requires meticulous planning and the adoption of sound educational principles to decide on how and what should be assessed. This article provides a step‐wise guide for developing a selection process for postgraduate specialty training, based on the best practice in the literature.