Views of Medical Teachers in Overcoming Problems in Practicing Structured Oral Examination in MBBS Course of Bangladesh

Abstract

Background: Traditional oral examination is a subjective tool of assessment, day by day which is losing its credibility because lack of its objectivity and impartiality. On the other hand, Structured Oral Examination (SOE) is a modified form of oral examination with some criteria where whole system is structured beforehand by preparing the questions in advance covering the educational objectives, carefully selecting the examiner, equal time allocated for each examinee & concurrent marking for each response. Structured Oral Examination (SOE) may be considered as the appropriate concept to overcome the drawbacks of the traditional oral examination but its implementation is a tedious, keen, time-consuming job. Aim of the Study: The aim of this study- to sought out suggestions of medical teachers in overcoming the problems in practicing SOE. Methods: This descriptive cross sectional qualitative study was conducted in two public and two private medical colleges, namely Dhaka Medical College, Sir Salimullah Medical College, Ibrahim Medical College and Holy Family Red Crescent Medical College in Bangladesh during the period from July 2010-June 2011. The MBBS course was then divided into 3 phases. In total 50 teachers who were conducting Structured Oral Examinations (SOE) for at least last two years in any of selected medical colleges were enrolled as the study subjects. An open-ended questionnaire was used to collect research data. Data were edited after collection. Then the content was analyzed by the researcher and has been presented in a narrative form and also quantification of these data shown separately for convenience. Results: Lack of proper teacher training & motivation, lack of uniformity in examination process in different medical colleges were common problem faced uniformly by all (100%). Inadequate number & remuneration of teachers, undue intervention of authority/political leaders/influential/co-examiner, chance of leakage of ill prepared & inadequate number of questions were other important problems & drawbacks in the opinion of 3/4th (74%) of the respondents. Above-all preparing well-structured SOE question card is a tedious & time-consuming procedure to all (100%) teachers. The ultimate recommendations of our teachers to overcome these were, regular & continuous training of teachers on assessment, central question bank & central monitoring & moderation of question for all medical colleges, appointment of post graduate doctor of same discipline in registrar or in equivalent post who are directly related to teaching & assessment were uniform opinion of all (100%) teachers. Other recommendations include number of competent teachers & remuneration of teachers should be increased - opinion of 3/4th (74%) of the respondents, separate medical education service so only motivated doctors can be selected in teaching profession, enforcing some strict regulatory laws, judicious setup/pairing of examiner, some (20%) open ended questions may be included in all question card for giving extra marks to extra ordinary student or for assessing exact level of learning in case of very poor performed student, rearrangement of subjects in different Phases to overcome time constraint, final examination may be conducted by separate medical college in separate venue. Conclusion: As per the findings of this study we can conclude that, considering the scholar opinion of medical teachers if their recommendations can be implemented, undoubtedly our medical education will progress further by certifying more competent and safer doctor for ourselves and universe.