Abstract
Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students. DOI: http://dx.doi.org/10.3329/bjms.v12i4.16658 Bangladesh Journal of Medical Science Vol. 12 No. 04 October 13 Page 357-363
Highlights
Teaching and learning are mutual procedures that influence each other and assessment determines both students and teachers effort[1]
The purpose of assessment is to meet the public expectation about the quality graduates, to give feedback to the educational managers about the curriculum, to differentiate the students according to their talent and to monitor their own learning
The welfare and the future health of people depend on the quality of medical graduates and the quality of medical graduates depends on quality of medical education
Summary
Teaching and learning are mutual procedures that influence each other and assessment determines both students and teachers effort[1]. Medical teaching and learning is a little bit more complex than any other educational programme[5]. They need to learn but need to develop their skill and attitudes too. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. Traditional oral examination has been changed to structured form to ensure greater reliability. Teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh must consider oral examination only for borderline and distinction students
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