Multiple Choice Question Test Research Articles

Efficacy of Case-Based Learning in Anatomy.

IntroductionIn the present Competency-Based Medical Education (CBME), learning is more student-centered where the students take the responsibility for their learning. Anatomy is an important basic science that lays the foundation for clinical courses in the Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum. To make it interesting and clinically useful, several innovative teaching-learning methods like case-based learning (CBL) and problem-based learning (PBL) are introduced. The present study was taken up to know the effectiveness of CBL as a teaching-learning method in Anatomy in improving the knowledge and retention of acquired knowledge.Material and MethodsThis was an interventional cross-over study carried out at NRI Medical College and General Hospital, Guntur, Andhra Pradesh. Two hundred students studying in first-year MBBS were included in the study and divided into two batches. The batches - A and B - were exposed to CBL and didactic lecture, respectively, in the first month for Topic I, and then cross-over was done in the second month for Topic II. The knowledge of the students before and after the sessions was assessed by pre-session and post-session multiple-choice question (MCQ) tests. Knowledge retention was assessed by another MCQ test conducted four weeks after the post-session test.ResultsThe average difference of the scores between pre-session and post-session tests in the CBL group for Topics I and II (4.01±1.17 and 3.8±1.6) are significantly more compared to the didactic lecture method (3.3±1.3 and 1.9±1.2). The average difference of the scores between the post-session tests and retention-tests in the CBL group (0.122±1.05 and 0.18±1.04) were further compared to the lecture method (0.016±0.95 and 0.09±0.8) for Topics I and II, respectively. There was a significant increase in the proportion of students with scores above 50% in the post-session test and retention test in the CBL group compared to the didactic lecture group.ConclusionResults from the pre-session tests, post-session tests, and retention tests for both the topics indicate that CBL as a teaching-learning method in Anatomy is a more effective method for improving and retention of knowledge.

Assessment of a massive open online course (MOOC) incorporating interactive simulation videos on residents\u2019 knowledge retention regarding mechanical ventilation

BackgroundUnderstanding respiratory physiology and mechanical ventilation is a challenge for healthcare workers, particularly, medical residents. A team of French-speaking experts developed an innovative MOOC incorporating interactive simulation-based videos and serious games aiming at improving knowledge and skills in mechanical ventilation. Our objective was to evaluate the long-term knowledge retention regarding key concepts presented in this MOOC.MethodsFrench residents registered for the MOOC 2020’s winter session were invited to participate in a two-step study. The first step consisted in evaluating students’ pre-course knowledge of respiratory physiology and mechanical ventilation fusing a 20 five-item multiple choice questions test with a total score ranging from 0 to 100. For the second step, the same students answered the same test (after shuffling the questions) six months after the completion of the course. We assessed the impact of this MOOC on the students’ knowledge retention by comparing pre-course and post-course scores.ResultOf the 102 residents who agreed to participate in the study, 80 completed the course and their mean ± SD pre-course score was 76.0 ± 8.0. Fifty-one respondents also completed the second and their post-course score was significantly higher than the baseline one (83.1 ± 7.3 vs. 77.5 ± 7.6, p < 0.001). Scores of the first and second rounds did not differ upon comparing respondents’ background specialty or number of years of residency. For the vast majority of individual questions (96%), the success rate was higher at the post-course than at the pre-course assessment.ConclusionAn innovative MOOC incorporating simulation-based videos was effective in teaching medical residents basic mechanical ventilation knowledge and skills, especially in the field of respiratory physiology and ventilatory modes. We observed effective long-term knowledge retention with a higher score at the post-course assessment six months after the completion of the course compared with the pre-course score.

The Effect of The STEM-PjBL Model on The Higher-Order Thinking Skills of Elementary School Students

The challenges of 21st-century education require higher-order thinking skills (HOTS) to exist in various fields. This study aims to determine the effect of the STEM-PjBL approach on HOTS. This research is a quasi-experimental study with the nonequivalent control group design model. The research data were obtained from 23 students of class IV A SD Muhammadiyah Macanan, Yogyakarta, as the experimental class, while the control class was 23 students from class IV B. The data collection technique used tests. The research instrument was in the form of multiple-choice test questions that had previously been validated by experts and empirical tests, which resulted in valid and reliable questions. The data analysis technique used an independent sample t-test and paired sample t-test. The results showed that the STEM-PjBL approach had a significant effect on student HOTS. There are differences in student HOTS before and after giving treatment. The differences in the HOTS’ mean were also shown in the experimental class and the control class.

International Implementation of a PROficiency based StePwise Endovascular Curricular Training (PROSPECT) in Daily Practice

A randomised controlled trial (RCT) showed superior real life endovascular performance of trainees after PROficiency based StePwise Endovascular Curricular Training (PROSPECT) compared with traditional training. This study aimed to determine whether PROSPECT can be implemented routinely in surgical training (registry) and to identify the associated effects, facilitators, and barriers to implementation.This was a multicentre prospective registry to evaluate real life PROSPECT implementation effects. Cognitive ability was tested with a Multiple Choice Question test (MCQ) (max. score 20 points), while technical skills were assessed with a Global Rating Scale (GRS) (max. score 55 points), Examiner's Checklist (max, score 85 points), and simulator metrics. A cross sectional anonymous survey for both trainees and faculty evaluated the programme's implementation.The PROSPECT registry was implemented in five centres in four countries over a period of three years. Only 17 of 48 starting trainees completed PROSPECT, resulting in a dropout rate of 65%. Participants who completed the programme showed significant improvement in the GRS (median 26 vs. 44, p = .018) and Examiner's Checklist (median 53.5 vs. 80, p = .028) after the programme. The survey was completed by 13/17 faculty members (76%) and 38/57 trainees who participated either in the initial PROSPECT RCT or the registry (67%). PROSPECT was perceived to provide more endovascular training opportunities, but non-availability of logistical/technical support, lack of training time within the working schedule, and little trainee motivation hindered broad implementation.PROSPECT has a significant effect on performance, and trainees and faculty agree that PROSPECT is a valuable addition to surgical training. However, external and internal factors pose significant barriers to integration of this simulation based programme into daily practice leading to a high dropout rate. To integrate PROSPECT into contemporary surgical training, it should be a prerequisite to treating real patients and protected training time should be provided, combined with accessible support.

A Natural-Language-Processing-Based Procedure for Generating Distractors for Multiple-Choice Questions.

One of the most challenging aspects of writing multiple-choice test questions is identifying plausible incorrect response options-i.e., distractors. To help with this task, a procedure is introduced that can mine existing item banks for potential distractors by considering the similarities between a new item's stem and answer and the stems and response options for items in the bank. This approach uses natural language processing to measure similarity and requires a substantial pool of items for constructing the generating model. The procedure is demonstrated with data from the United States Medical Licensing Examination (USMLE®). For about half the items in the study, at least one of the top three system-produced candidates matched a human-produced distractor exactly; and for about one quarter of the items, two of the top three candidates matched human-produced distractors. A study was conducted in which a sample of system-produced candidates were shown to 10 experienced item writers. Overall, participants thought about 81% of the candidates were on topic and 56% would help human item writers with the task of writing distractors.

Integrating patient management, reflective practice, and ethical decision-making in an emergency medicine intern boot camp

BackgroundIntegration of clinical skills, ethical decision-making, and reflection skills have emerged as cornerstones of clinical teaching in medical schools. This study aimed to detect whether a multimodal learning environment approach consisting of lectures, a drill, post-drill video debriefing, and written reflection in an emergency medicine rotation boot camp improves interns’ patient management skills, ethical decision-making, and reflection skills.MethodsA multimodal learning environment was created by the collaboration of emergency medicine, ethics, and medical education specialists. Multiple educational techniques involving lectures, case discussions, and role-playing a crisis scenario were applied. Pre-test and post-test, debriefing on performances on video records, video-recorded performance assessment, and reflective essays about their own and group’s performances were used to assess various aspects of the student performances. Additionally, a meeting was organized with the presence of the authors to create qualitative data obtained through the program evaluation meeting conducted on three themes: influences of teaching methods, students’ performances, and common achievements and mistakes of students.Results133 students participated. Post-test multiple-choice question (MCQ) test scores were slightly higher than pre-test. A low and medium correlation was detected among pre-test and post-test patient management problem (PMP) and reflection scores, which was more prominent for female students. Multiple linear regression showed that pre-test and post-test PMP scores significantly contributed to reflection scores. These results might support that better patient management predicts more robust reflective practice. Teachers observed that students appreciated being inspired by well-performing peers, particularly noting the empathic needs of patients, companions, and other health professionals. However, students overlooked summoning forensic or social services and were inhibited by the pressure of the contextual traits of the drill.ConclusionThe multimodal learning environment created by multidisciplinary collaboration contributed to the improvement of components of situational awareness of the interns: patient management skills, ethical decision-making, and reflective practice. During this research, we created a toolbox better to capture the richness and diversity of student interactions. Considering the scarcity of context-specific assessment methods and widespread use of MCQs or generic scales for higher-order thinking skills in medicine, this study might be regarded as a step forward in that context.

Evaluating the Efficacy of an Online Learning Tool for EEG Teaching: A Prospective Cohort Study.

To determine the effectiveness of a 6-month, interactive, multimodal, Web-based EEG teaching program (EEGonline) in improving EEG analysis and interpretation skills for neurologists, neurology residents, and technologists, particularly in resource-limited settings. Between June 2017 and November 2018, 179 learners originating from 20 African countries, Europe, and the United States were registered on the EEGonline course. Of these, 128 learners (91% African) participated in the study. Pre- and postcourse multiple choice question (MCQ) test results and EEGonline user logs were analyzed. Differences in pre- and posttest performance were correlated with quantified exposure to various EEGonline learning modalities. Participants' impressions of EEGonline efficacy and usefulness were assessed through pre- and postcourse satisfaction surveys. Ninety-one participants attempted both pre- and postcourse tests (71% response rate). Mean scores improved from 46.7% ± 17.6% to 64.1% ± 18%, respectively (p < 0.001, Cohen d 0.974). The largest improvement was in correct identification of normal features (43.2%-59.1%; p < 0.001, Cohen d 0.664) and artifacts (43.3%-61.6%; p < 0.001, Cohen d 0.836). Improvement in knowledge was associated with improved subjective confidence in EEG analysis. Overall confidence among postcourse survey respondents improved significantly from 35.9% to 81.9% (p < 0.001). Lecture notes, self-assessment quizzes, and discussion forums were the most utilized learning modalities. The majority of survey respondents (97.2%) concluded that EEGonline was a useful learning tool and 93% recommended that similar courses should be included in EEG training curricula. This study demonstrated that a multimodal, online EEG teaching tool was effective in improving EEG analysis and interpretation skills and may be useful in resource-poor settings.

A task-based learning strategy in preclinical medical education.

Preclinical task-based learning (TskBL) is a simulated learning approach in which the focus for students is a real task done by a medical professional. TskBL includes standardized patient encounters and is helpful to provide early clinical exposure. Our study aimed at planning, implementing, and assessing TskBL among first-year medical students and comparing it to the conventional method of tutorials in the physiology MBBS curriculum. This is a nonequivalent group quasi-experimental study approved by the institutional ethics committee. TskBL was conducted for seven topics among first-year medical students of Kasturba Medical College, Mangalore for three academic years. Participants were divided into a TskBL group and a control group. Both groups attended the theory classes in physiology, practical sessions, and clinical examinations concerning the tasks. After this, the TskBL group underwent TskBL, and the control group underwent tutorials. Pretest and posttest assessments were conducted by using a multiple choice question (MCQ) test and objective structured clinical examinations (OSCEs).The mean TskBL scores for MCQ (exception: hypertension, myasthenia gravis, and chronic obstructive pulmonary disease) and OSCE (exception: anemia and hypertension) were significantly higher than the tutorial group. Pretest and posttest scores revealed significantly higher MCQ and OSCE scores for TskBL (exception: MCQ score for hypertension and chronic obstructive pulmonary disease). The tutorial group did not show a significant improvement in test scores for all the tasks. The TskBL strategy could be used for topics that are likely to be encountered by the students during clinical attachments. Small group teaching can include TskBL in preference to tutorials to provide early clinical exposure in medical schools.

Development of material contents and online assessment based on the SEVIMA EdLink platform for online learning of program evaluation subject during Covid-19 pandemic in Indonesia

One of the free platforms made by IT companies in the education sector in Indonesia can be used to facilitate online learning at home during the Covid-19 pandemic. The platform is called the SEVIMA EdLink. This platform needs to be known by academics and the wider community of education in the world. This platform provides facilities to make it easier for users to input material content and online assessment forms. The purpose of this research was to demonstrate the development of material contents of the ‘Program Evaluation’ subject and its assessment form that was embedded into the SEVIMA EdLink platform. The approach used in this research was a development based on the 4D model (Define, Design, Develop, and Disseminate). Subjects who were involved in testing the material contents were 29 students. The measuring instruments used in testing the material contents were questionnaires. Subjects who were involved in the content validity test for multiple-choice test questions were six experts, and two experts were involved in the content validity test for essay test questions. The tools used in testing the content validity of multiple-choice test questions or essay test questions were checklist documents. The analysis technique of the test results of the material contents was descriptive quantitative. The analysis technique for multiple-choice test questions and essay test questions was the comparison of content validity test results with the standard scores of content validity based on Guilford. This research results showed the quality percentage of material contents in the subject of ‘Program Evaluation’ was a good category. The content validity results of the multiple-choice test questions and essay test questions were both in the excellent category.

Application of Scientific-Based Electronic Natural Sciences Module to Improve Learning Outcomes in Knowledge Aspects of Vibration and Wave Materials in a Pandemic Period

The COVID-19 pandemic has changed various aspects of human life today, especially in education, which requires all elements of education to keep the classroom active, even though it is done online. For this reason, this study aims to determine the effect of applying scientific-based electronic natural science modules to improve learning outcomes in aspects of students' knowledge of vibration and wave material. The method used was an experimental method with a posttest-only control group design. The data collection instrument employed was multiple-choice test questions totaling 20 items. The sample in this study consisted of 30 students in the experimental class and 30 students in the control class. The data analysis utilized was in the Mann-Whitney U test to determine the differences in the mean posttest score between the experimental and control classes. The results revealed that the learning outcomes of the knowledge aspect in the experimental class were better than the control class. Based on the descriptive analysis results, the mean posttest score of the experimental class was higher than the control class, and the Mann-Whitney U test results were 0.000; thus, H 0 was rejected, and H 1 was accepted. In addition, the application of scientific-based electronic natural science modules improves the learning outcomes of students' knowledge aspects better.

A Diagnosis of Students’ Misconceptions of Photosynthesis and Plant Respiration

This study aims to identify common misconceptions about photosynthesis and plant respiration among Form Four (Grade 10) students by developing two-tier multiple-choice test questions. This descriptive survey research was carried out using a quantitative approach, with 500 study samples. The items in Photosynthesis and Plant Respiration Diagnostic Test (PRDT) was designed in two parts; Part One tested the students’ knowledge of concepts, and Part Two tested the students’ understanding and reasoning. Rasch analysis was used to obtain the option probability curves for each item. The option probability curves present a visual image of the distribution of correct answers and misconceptions across the spectrum of student knowledge. The findings showed that students had 43 common misconceptions, which can be categorised into the inability to trace matter, energy as well as scale and location. The findings brought significant implications on the progress of the teaching and learning of Biology.

A Diagnosis of Students’ Misconceptions of Photosynthesis and Plant Respiration

This study aims to identify common misconceptions about photosynthesis and plant respiration among Form Four (Grade 10) students by developing two-tier multiple-choice test questions. This descriptive survey research was carried out using a quantitative approach, with 500 study samples. The items in Photosynthesis and Plant Respiration Diagnostic Test (PRDT) was designed in two parts; Part One tested the students’ knowledge of concepts, and Part Two tested the students’ understanding and reasoning. Rasch analysis was used to obtain the option probability curves for each item. The option probability curves present a visual image of the distribution of correct answers and misconceptions across the spectrum of student knowledge. The findings showed that students had 43 common misconceptions, which can be categorised into the inability to trace matter, energy as well as scale and location. The findings brought significant implications on the progress of the teaching and learning of Biology.

Clinically contextualised ECG interpretation: the impact of prior clinical exposure and case vignettes on ECG diagnostic accuracy

BackgroundECGs are often taught without clinical context. However, in the clinical setting, ECGs are rarely interpreted without knowing the clinical presentation. We aimed to determine whether ECG diagnostic accuracy was influenced by knowledge of the clinical context and/or prior clinical exposure to the ECG diagnosis.MethodsFourth- (junior) and sixth-year (senior) medical students, as well as medical residents were invited to complete two multiple-choice question (MCQ) tests and a survey. Test 1 comprised 25 ECGs without case vignettes. Test 2, completed immediately thereafter, comprised the same 25 ECGs and MCQs, but with case vignettes for each ECG. Subsequently, participants indicated in the survey when last, during prior clinical clerkships, they have seen each of the 25 conditions tested. Eligible participants completed both tests and survey. We estimated that a minimum sample size of 165 participants would provide 80% power to detect a mean difference of 7% in test scores, considering a type 1 error of 5%.ResultsThis study comprised 176 participants (67 [38.1%] junior students, 55 [31.3%] senior students, 54 [30.7%] residents). Prior ECG exposure depended on their level of training, i.e., junior students were exposed to 52% of the conditions tested, senior students 63.4% and residents 96.9%. Overall, there was a marginal improvement in ECG diagnostic accuracy when the clinical context was known (Cohen’s d = 0.35, p < 0.001). Gains in diagnostic accuracy were more pronounced amongst residents (Cohen’s d = 0.59, p < 0.001), than senior (Cohen’s d = 0.38, p < 0.001) or junior students (Cohen’s d = 0.29, p < 0.001). All participants were more likely to make a correct ECG diagnosis if they reported having seen the condition during prior clinical training, whether they were provided with a case vignette (odds ratio [OR] 1.46, 95% confidence interval [CI] 1.24–1.71) or not (OR 1.58, 95% CI 1.35–1.84).ConclusionECG interpretation using clinical vignettes devoid of real patient experiences does not appear to have as great an impact on ECG diagnostic accuracy as prior clinical exposure. However, exposure to ECGs during clinical training is largely opportunistic and haphazard. ECG training should therefore not rely on experiential learning alone, but instead be supplemented by other formal methods of instruction.

Learning anatomy before and during COVID-19 pandemic: Students’ perceptions and exam performance

The objective of our study was to explore the impact of COVID-19 pandemic on learning anatomy and to compare the students’ perceptions of “face-to-face” and “online” anatomy teaching, and to assess their impact on student's performance. We used a descriptive, cross-sectional, questionnaire-based study that focused on a single cohort of undergraduate medial students who attended anatomy demonstrations, at the College of Medicine and Medical Sciences, Arabian Gulf University (CMMS-AGU), both pre-pandemic (face-to-face) during 2019-2020 and the pandemic (online) during 2020-2021. Students who participated in this study responded in favor of face-to-face demonstrations for better understanding of the spatial orientation of body organs and systems, the visualization of the anatomical relations between structures, understanding the difficult anatomical structures, understanding the clinical correlations, and making them more confident about their practical exams. On the other hand, students were in favor of online demonstrations for retaining key information, confidence levels on discussing anatomy learning needs, effective utilization of demonstration time, and lower stress associated with the online learning. Regarding anatomy exam scores, statistically significant difference was found between mean scores of online and onsite exams in one of the two analyzed multiple choice questions tests. However, there was a statistically significant difference between the mean scores of objective structured practical examination of online and onsite exams in the two analyzed tests. Furthermore, the majority of the students who participated in the survey prefer a mixture of both face-to-face and online anatomy demonstrations during the pandemic and also in the post-COVID-19 era.

Impact of structured basic life-support course on nurses' cardiopulmonary resuscitation knowledge and skills: Experience of a paediatric department in low-resource country.

IntroductionThe study aimed to assess the impact of a modified paediatric basic life support (BLS) training on paediatric nurses' knowledge and skills in the main tertiary level public hospital in Rwanda.MethodsA prospective, before-and-after educational intervention study was performed. Nurses working in the paediatric department at Centre Hospitalier Universitaire de Kigali (CHUK) were enrolled after consenting to the study. A modified BLS training was administered using didactic lectures, videos, case discussions, and simulations. Knowledge and skills were assessed before, immediately and six months after the training, using the American Heart Association (AHA) multiple-choice questions test and simulation scenarios. Ethical approval from the hospital's investigational review board was obtained before the start of the study.ResultsFifty-seven nurses working in paediatric department were included in the study, most with advanced nursing degrees. At baseline, only 3.5% scored above 80% on the knowledge test and none were able to perform high-quality one-rescuer CPR. Knowledge and high-quality one-rescuer CPR skills improved significantly immediately after the training, with 63.2% scoring above 80% and 63.2% capable of performing high-quality one-rescuer CPR (p < 0.01). Six months later, only 45.6% scored above 80% and 15.8% were capable of performing high-quality one-rescuer CPR (p < 0.01). Some skills, such as delivering breaths using bag-mask device, showed better retention.ConclusionIn the paediatric department of the main public tertiary care hospital in Rwanda, nurses' baseline knowledge and skills in providing BLS was poor but can increase with focused BLS training. Due to the decline in knowledge and skills over six months, the use of debriefing and focused trainings following resuscitation events and improved implementation of yearly departmental refresher courses are recommended.

Teaching clinical ethics to intern doctors by integrated seminar and online discussions

Objectives: We report our experience of an educational project conducted with the objectives of inculcating the knowledge and encouraging the application of the principles of clinical ethics among intern doctors. Materials and Methods: An interdepartmental, integrated, interactive seminar was conducted by the departments of psychiatry, pharmacology, surgery, and medicine for various aspects of clinical ethics. A pre-post 20-item test of multiple-choice questions (MCQs) was conducted with the seminar. It was followed by 45 days of online discussion on clinical ethics among the participants of the seminar. Content analysis of the online discussion was done. Feedback was taken after the seminar and online discussion. Results: Fifty intern doctors participated in the seminar and 34 in the online discussion. The MCQs’ score significantly increased from 10.7 to 16.8 out of 20. There were 35 posts and 66 comments about clinical ethics made on the online forum. The feedback revealed that the interns wanted more departments to be involved in the seminar and practical knowledge was gained from the online discussion. It also suggested that this combination of seminar followed by online discussion encouraged them to apply the principles in their clinical rotations. Conclusion: Integrated teaching and online discussion were effective in sensitizing the intern doctors, enhancing their knowledge, and encouraging the application of the principles of clinical ethics.

THE EFFECTIVENESS OF WORKSHEET-ASSISTED PROBING PROMPTING LEARNING MODEL ON STUDENTS’ CRITICAL THINKING SKILLS IN THE SUBJECT OF REACTION RATE AT MAS ULUMUDDIN LHOKSEUMAWE

This study aimed to determine the differences in critical thinking skills (CTS) between classes using the worksheet-assisted probing prompting learning model and those using only probing prompting learning model for the subject of reaction rate at MAS Ulumuddin Lhokseumawe. The research method was quasi-experimental with the Nonequivalent Control Group research design. The sample used were two classes with 30 students in each. The data was collected by using multiple choice test questions. The results showed that there were differences in the critical thinking skills of students who were taught using the worksheet-assisted probing prompting learning model and students who were taught with only probing prompting learning model. Since there was a significant value of 0.000 0.05, then the Ha was accepted while the H0 was rejected. It can be concluded that there is a significant effect of the probing prompting learning model assisted with students’ worksheet on the critical thinking skills of students at MAS Ulumuddin Lhokseumawe.

HIGHER-ORDER THINKING SKILL (HOTS) ANALYSIS OF GRADE IX STUDENTS ON BIOTECHNOLOGY MATERIALS

Higher Order Thinking Skills (HOTS) are substantial abilities that students must have as a basis for complex thinking skills. This study aims to determine the Higher Order Thinking Skills (HOTS) of eighth-grade students on biotechnology material. The research method used is qualitative. The population in this study were students at one of the boarding schools in the Sukabumi district. The research sample consisted of 24 students. The instrument used was multiple-choice test questions with four choice options. The questions used in this study have a reliability of 0.7 (sufficient) and validity of 0.8 (high). The research data showed that the students 'HOTS ability was still low. The t-test results, which compared the students' acquisition scores with the completeness score (60), obtained a sig value of 0.78, meaning that there was no difference in the mastery score and the HOTS acquisition of students. Calculation data based on cognitive level categories, learning indicators, and achievement categories also show that the HOTS ability of students is still low

Evaluation of Efficacy of Online Case Based Learning as a Teaching Learning Tool in Undergraduate Oral Pathology Course

Introduction: COVID-19 had enforced educational institutes to adopt online learning.&#x0D; Objectives: This study was designed to compare the learning outcome of online case and online lecture based learning in the undergraduate Oral pathology module of our institute and to compare the perception of students towards the course atiended.&#x0D; Methodology: The 3rd year dental students (N=25) were split into – online case based learning (A1=6, A2=6) and online lecture based learning groups (B=13) randomly. An online multiple choice questions tests were conducted before and after the interventions. An online questionnaire based survey was conducted to evaluate students' perceptions toward the course attended. The statistical analysis was done using paired t test and Mann Whitney U test.&#x0D; Results: Online case based learning was found to be a more effective learning method than online lecture based learning group (online case based learning post test mean rank=16, online lecture based learning post test mean rank=9.54, P=0.026). Significantly more students in the online case based learning group had positive perception towards the course atiended (online lecture based learning; mean value =2.5+/- 0.54, online case based learning; mean value =2.87+/-0.2, P=0.041).&#x0D; Conclusion: Online case based learning should be integrated in Oral Pathology curriculum amidst such pandemics when onsite classes are not possible.

Outcome-based student assessment enhances academic performance in basic medical laboratory course

Basic medical laboratory courses (BMLCs) play an important role in medical educational courses helping the student acquire three important skills of surgical operating, collaborative learning, and problem solving. The outcome-based student assessment (OBSA) is a learning evaluation method that establishes specific evaluation points based on performance of students in three aspects: surgical operating, collaborative learning, and problem solving in the BMLC curriculum practices. The purpose of the present randomized controlled trial study is to explore the efficiency of OBSA program in BMLCs. The 233 students attending BMLCs were randomly divided into 2 groups, 118 in the OBSA group and 115 in the control group. We conducted multiple-choice examination questions (MCQs) test and two questionnaires with the method of two-sample t test for statistics. The results of MCQs in total eight BMLC blocks showed that the academic performance of the OBSA group was significantly better than that of the control group (P < 0.05). In addition, the average scores of direct observation of procedural skills (DOPS) and mini-experimental evaluation exercise in OBSA group were significantly higher than those in control group (P < 0.05). The majority of the medical students preferred the OBSA and considered OBSA could effectively improve their surgical operating skills (83.9%), collaborative learning skills (92.1%), and problem-solving skills (91.1%). From the above, OBSA is an effective evaluation method for the implementation of the BMLC curriculum.