Practical Exam Research Articles

Student performance in anatomy examinations depending on the modes of learning/teaching: onsite or online

Introduction: Traditionally, anatomy is a subject that involves a hands-on lab-based component using embalmed cadavers and histology slides. Due to the COVID-19 pandemic there were many changes to Sri Lankan medical education. This study analysed the effect on student performance in anatomy teaching/ learning methods with the start of COVID-19 pandemic in a Sri Lankan medical faculty. Methods: Three student groups with completely onsite (Batch A), transition to online midway through the semester (Batch B), and almost completely online (Batch C) were included. Their second-semester examination performance was analysed in total and component-wise [multiple-choice questions (MCQ), short-answer questions (SAQ) and objective-structured practical exams (OSPE I – Projections, OSPE II – Gross spot]. Descriptive analysis, Kruskal-Wallis and Dwass-Steel-Critchlow-Fligner tests were used for comparison.Results: Allocated proportions for MCQ:SAQ:OSPE Rewere 30:40:30. Mean MCQ marks of batches A, B, C were 14.8,14.9, 16.4 and mean SAQ marks were 24, 25.1, 24 respectively with significant differences in both [MCQ-H(2)=29.1, p=< .001, SAQ- H(2)=11.3, p= .003). With MCQs batch C had the best performance (p=< .001), whereas batch B had better performance than batch A (p< .001) in SAQs. Mean OSPE marks were 24.8, 17.4, 20.7 with a significant difference (H(2)=334.8, p=< .001). Batch B had lower performance than batch A and C (< .001), while batch A had performed better than batch C (< .001) in OSPEs.Conclusion: MCQ performance was better in online learners while OSPE performance, which reflects the understanding of the three dimensional structure was better in onsite learners. This highlights the value of receiving hands-on experience with cadavers and histology practicals.

Electric Motorbike Conversion Training to Reduce Pollution and Create A Friendly Environment For Society

Electric motorbike conversion training at Vocational High Schools (SMK) and motorbike workshops in Kotabumi, North Lampung, is a strategic step to prepare future workers to face the electricity-based transportation revolution. This study aims to evaluate the impact of training on improving the technical skills of vocational school students and motorbike repair shop mechanics, as well as analyzing the contribution of training to the adoption of environmentally friendly technology at the local level. The training method includes theoretical exposure, field practice sessions, and case studies to provide an in-depth understanding of electric motor conversion. Evaluation is carried out through practical exams and collecting feedback from participants and instructors. The research results showed a significant increase in participants' knowledge and skills regarding electric motor conversion. Adoption of this technology in local motorbike workshops is also increasing, creating the potential for reduced environmental impact and generating positive effects on the local automotive industry. The conclusion confirms that this training was successful in empowering vocational school students and motorbike repair mechanics, creating new career opportunities, and stimulating economic growth in the region. However, challenges such as adapting infrastructure and changing mindsets were also identified as areas requiring further attention. Therefore, this research provides valuable insights for further development in supporting technical education, industrial innovation and sustainability at the local level.

An exploratory field study of students’ memory for written feedback comments

ABSTRACT Feedback information can be a powerful influence on learning, yet there is currently insufficient understanding of the cognitive mechanisms responsible for these effects. In this exploratory study, students (N = 279) received teacher feedback on a practice exam paper, and a few days later we assessed the amount and type of feedback information they successfully remembered. Overall, students performed relatively poorly, recalling on average just 25% of the coded feedback comments they had received. We found that students were more likely to remember critique comments over praise, and more likely to recall critique that was process-focused rather than task-focused. In contrast with recent laboratory studies, though, we found minimal evidence of a memory advantage for evaluative critique over directive critique. We call for greater understanding and measurement of learners’ cognitive processing of feedback information, as a means to develop more robust scientific accounts of how and when feedback is impactful.

Assessment of Practical Knowledge Through Open Book Examination in the Undergraduate Course at the University: Students’

In the professional degree, understanding the concepts is important, along with their applications in the real world. Students should have hands-on experience during their study at the university to solve real-world problems effectively in their professional careers. The practical examination to test students’ lab skills is one of the assessment methods. In the engineering programme, instructors conduct the practical examination in different courses in either open-book or closed-book mode at Ahmedabad university. To find out the students’ perspective on the effectiveness of an open-book practical examination, the study was carried out to answer the following hypotheses: Should there be a practical exam? Is it easy to score in the open-book practical exam? Does practical knowledge help to solve real-life problems? And is an open-book practical exam as effective as a closed-book exam? For the study, a questionnaire was circulated through Google Forms to the undergraduate students. Both quantitative and qualitative responses were recorded through questionnaires and interviews. Students enrolled in the different courses of engineering responded to the questionnaire and answered the questions in person. The analysis of the student survey was done using the chi-square method. From the p value, it was concluded that the null hypotheses were rejected, which proved that open-book practical exams are better. As per the students’ perspective, open-book practical exams are as difficult as closed-book exams. It is not easy to score in the open-book practical exam without understanding the concepts, even though the syntaxes and resources are available.

COMPARISON OF HISTOLOGY PRACTICUM EXAM RESULTS BASED ON THE LEARNING STYLE OF MEDICAL STUDENTS

Background: Histology is one of the essential subjects to be understood in medicine. Identifying the appropriate learning styles can be a solution to improve learning performance and achieve maximum learning outcomes.Aims: This study aims to determine the effectiveness of learning styles on histology practical exam results in medical students.Methods: This study used a cross-sectional design by involving students at the medical faculty of Universitas Negeri Gorontalo who contracted the biomedical course I in the 2022/2023 academic year. Learning styles are assessed using a visual-auditory-kinesthetic (VAK) questionnaire to categorize student learning styles. The results of the practicum exam in the form of numbers are obtained from the accumulated scores of the first practicum exam in histology with the topics of cytology, epithelium, and connective tissue. The one-way ANOVA test was conducted to analyze the data.Results: Out of 42 participants involved, visual, auditory, and kinesthetic learning styles were 18 people (42.9%), 23 people (54.8%), and 1 people (2.4%), respectively. Generally, the student practicum exam results were 63.62 ± 17.24. Based on the learning styles group of visual, auditory, and kinesthetic, the mean (SD) practicum exam results were 66.00 (14.60), 62.43 (19.29), and 48.00 (0.00), respectively (p-value = 0.541).Conclusion: Visual learning style shows marginally better practicum exam results than other learning styles. This result can be considered a learning strategy to improve the results of practicum exams, particularly in the subject of histology practicum courses.

Performance-based acceptance and commitment training in a collegiate flight program

Students in flight training programs experience high levels of stress and anxiety that may impede their performance on practical exams. The restrictive nature of Federal Aviation Administration (FAA) regulations and perceived negative consequences of seeking mental health treatment further exacerbates these challenges. This study examined the efficacy of performance-based acceptance and commitment training (ACT) in enhancing psychological flexibility, resilience, and mental well-being as well as improving FAA practical examination outcomes among collegiate flight training students. A randomized controlled trial was used to compare outcomes between students receiving a six-week ACT intervention (n = 23) and a control group (n = 27). The planned sample size of 100 was not achieved, thus, the analyses were underpowered and should be cautiously interpreted. Results indicate significant improvements among intervention participants in anxiety sensitivity (g = 0.43) and psychological flexibility (g = 0.58) compared to those in the control group. However, no significant differences in examination pass rates or time to completion were found between groups. To examine idiographic differences, individual change scores were plotted, demonstrating the heterogeneity of effects between participants. Potential explanations for the intervention's lack of effect on practical exam performance are discussed and suggestions are given to improve future performance-based interventions in this unique context.

Understanding fellow hematology curriculums: Characterizing perspectives and defining opportunities for improvement.

9018 Background: Comprehensive hematology education during fellowship is paramount for providing high-quality care, especially in busy practices. Variability in fellow educational experiences is expected. However, fellowship programs must ensure a well-rounded, equitable educational experience for all fellows to prepare them for practice and board exams in the increasingly dynamic field of hematology. Methods: We administered an e-mail survey to hematology/oncology fellows (n=30) at Mayo (Rochester) to explore inpatient hematology education experiences and the Fellow Hematology Curriculum (FHC) during 2021-2022. Based on results, we designed a fellow-led, consultant-supervised quality improvement (QI) initiative to improve FHC. Responses were in a five-point Likert scale and open-ended format. Results: Twenty fellows completed the survey (66% response rate). Respondents were well distributed (35% PGY4, 25% PGY5, 40% PGY6). Resources most used for self-education were ASH SAP (85%), UpToDate (80%), and NCCN guidelines (50%). 100% of respondents agreed/strongly agreed that the FHC could be improved. 95% agreed/strongly agreed that there is a high degree of variability among consultants regarding engagement in fellows’ education. 45% agreed that education is adequately paired with relevant clinical duties to reinforce key concepts. 25% agreed that FHC had well-defined structure and objectives. In the open-ended responses, a structured curriculum covering a set list of topics paired with the relevant rotation was the most common recommendation by the fellows for improving the FHC and the inpatient hematology educational experience. This prompted a QI initiative to implement a structured, evidence-based curriculum covering essential topics required for hematology practice. Each week of a four-week rotation has a relevant theme (eg, “Marrow Failure week” during the inpatient leukemia service). Fellows selected a topic of interest and created a lecture to be used by all faculty and learners during the relevant rotation (eg, “Aplastic Anemia” during the Marrow Failure). Consultants and pharmacists in respective disease groups reviewed the topics and presentations. These lectures are now provided to fellows and faculty via e-mail prior to relevant rotations. Conclusions: Our survey demonstrated that trainees’ individual educational experiences on inpatient hematology services are widely variable and largely unsatisfying without some form of structured, relevant learning. We identified the need for deliberate, coordinated education as a gap to bridge toward achieving the goal of equitable, comprehensive learning. We intend to perform a post-implementation survey after one year of practicing a structured, relevantly paired FHC. This assessment will be used to make improvements in subsequent iterations of the FHC using the Plan-Do-Study-Act methodology.

Implementing Formative Assessment in Human Anatomy Practical Sessions: Medical Students' Perception and Effect on Final Exam Performance.

Formative assessment with feedback is part of the assessment program in medical education to improve students' learning. Limited research has focused on its application and impact on practical anatomy education. This study aimed to examine medical students' perceptions of formative assessment in practical anatomy sessions of body systems-based educational units and explore its influence on final practical exam performance. A descriptive, cross-sectional study was conducted. Data was collected from 173 Year 2 medical students through a survey that addressed their perception of process and importance of formative assessment and feedback. The survey employed a 5-point Likert scale. Two open-ended questions were appended at the end of the survey. Students' performance in Unit 3 (where formative assessment was conducted) was compared to their performance in Unit 2 (where no formative assessment was conducted) and with the performance of the previous academic year's students in Unit 3 (where no formative assessment was conducted). Descriptive statistics were used. The level of statistical significance was set at p-value < 0.05. Responses to open-ended questions (qualitative data) were counted, categorized as themes, and presented as frequencies and percentages. The survey showed high internal consistency, and its validity was established through exploratory factor analysis. Results showed that the mean mark for the unit with formative assessment and feedback was significantly higher than for the units without formative assessment and feedback. Students showed positive perception of formative assessment and feedback conducted after practical anatomy sessions. They reported useful insights regarding the benefits they gained from formative assessment and feedback as well as constructive suggestions for future improvements. The study indicates that students positively perceived formative assessment and feedback sessions after practical anatomy sessions. Findings also refer to a positive effect of formative assessment on students' performance in summative practical assessment in anatomy.

Analyzing the efficacy of comprehensive testing: a comprehensive evaluation

This study aimed to examine the variations in comprehensive exam results in the English department at Qassim University in Saudi Arabia across six semesters, focusing on average score, range, and standard deviation, as well as overall student achievements. Additionally, it sought to assess the performance levels of male and female students in comprehensive tests and determine how they differ over the past six semesters. The research design utilized both analytical and descriptive approaches, with quantitative analysis of the data using frequency statistics such as mean, standard deviation, and range. The data consisted of scores from six consecutive exit exams. The findings reveal that male students scored slightly higher on average than female students, with minimal difference (p = 0.07). Moreover, male scores exhibited more variability and spread, indicating varying performance levels. These results suggest the need for further investigation into the factors that contribute to gender-based differences in test performance. Furthermore, longitudinal studies tracking individual student performance over multiple semesters could offer a more in-depth understanding of academic progress and the efficacy of comprehensive exam practices.

Prediction of student exam performance using data mining classification algorithms

AbstractStudent outcomes are of great importance in higher education institutions. Accreditation bodies focus on them as an indicator to measure the performance and effectiveness of the institution. Forecasting students’ academic performance is crucial for every educational establishment seeking to enhance performance and perseverance of its students and reduce the failure rate in the future. The main goal of this study is to predict the performance of undergraduate first-level students in the Computer Department during the years 2016 to 2021 to enhance their performance in future by discovering the best algorithm use to analyze the educational data to identify the students’ academic performance. The secondary data was collected by reviewing the Student Affairs Department at the Faculty of Specific Education at Damietta University, in addition to the Statistics Department at the university. The dataset contained 830 instances after excluding 139 instances of missing values, irrelevant rows, and outliers. The dataset was divided into train (577 instances (70%)), test (253 instances (30%)) and involved six features such year, midterm, practical exam, writing exam, final total degree, and grade. This paper use five machine learning (ML) algorithms which was selected according to the literature review and high accuracy in predicting educational data mining: For the purpose of comparison, a number of different machine learning algorithms, such as Random Forest, Decision Tree, Naive Bayes, Neural Network, and K-Nearest Neighbours, were utilized and evaluated with evaluation metrics such as confusion matrix, accuracy, precision, recall, and F-measure. The Random Forest and Decision Tree classifiers emerged as the top-performing algorithms, accurately categorizing 250 instances when predicting students' performance in the statistics course. This was determined based on the findings of the study. Out of a total of 253 instances that were included in the testing set, they only made three incorrect classifications.

The Relation Between Theoretical and Practical Exams for Health Sciences Students at King Saud Bin Abdulaziz University for Health Sciences- Jeddah.

A comprehensive approach to assessment is essential to ensure that all students' learning competencies are measured accurately. Therefore, multiple methods of assessment have been developed to address this matter. This Study aims to assess the correlation between health sciences students' performance on theoretical and practical exams. A correlational study design was conducted. The academic performance of 352 students across theoretical/practical courses was tested. SPSS version 29.0 was used for analysis. Spearman's rho correlation (Rs), Wilcoxon, and Mann Whitney were computed at p<0.05. The theoretical performance was strongly correlated with the practical performance of all programs pooled together (Rs (352) = 0.67, p<0.001). Also, there was a strong correlation between theoretical and practical performance for male students (Rs (181) = 0.72, p<0.001), while a moderate correlation for female students (Rs (171) = 0.53, p<0.001). Mann-Whitney test revealed significant mean performance difference by gender both at theoretical (U = 9284, p<0.0001) and practical (U = 11,373, p < 0.0001) levels. There were significant correlations between theoretical knowledge and practical skills across the selected four programs.; The mean student's performance was better in the practical skills than in the theoretical knowledge assessment, and female students surpassed male students in both practical and theoretical assessments in the four programs offered to both genders.

Peningkatan Keterampilan Menulis Cerpen dengan Menggunakan Model Problem Based Learning pada Peserta didik Kelas IX

Learning literature, especially writing short stories, should take as much time as possible because students can immediately feel the function of literature, especially short stories. Therefore, the approach to teaching literature, and especially short stories, needs to be creative rather than rote. It should inspire students to write, reflect, and experience problems in the light of short story principles. The aim of the research is to determine the improvement in short story writing skills of class IX students by using a problem-based approach (Problem Based Learning). This research method uses experiments, with two data collection methods, namely test and non-test techniques. Using the PBL methodology, the written test form is filled in by completing a short story writing practice exam. Meanwhile, observation sheets, teacher and student notebooks, interview sheets, and video recordings were used to collect non-test data. Based on the results of this research, it is understood that before treatment (without the PBL learning paradigm), the students' average score was 48.16 with a standard deviation of 7.00. There are 8 students in the sufficient group, or 26.66%, 20 students in the poor category, or 66.66%, and 2 students in the very poor category, or 6.66%. The average post-test score was 78, with a standard deviation of 7.48. Nine students, or 30%, were in the very good group, 18 students, or 60%, were in the good category, and 3 students, or 10%, were in the fair category.

메이지기 여의사의 탄생과 여성 의학교육 기관의 형성

This study analyzes the events leading to the rise of influential female doctors. After the Meiji Restoration, Japan had to quickly train doctors educated in Western medicine as military doctors to prevent diseases from entering developed nations. Additionally, doctors with public health knowledge were required to combat infectious diseases like cholera and dysentery, which were prevalent throughout the country. Consequently, the Meiji government offered people the opportunity to become doctors through a medical practice exam conducted by the Ministry of Home Affairs in addition to their regular curriculum. However, women were excluded from these programs. Women’s independent research as scientists required extraordinary effort because higher education for women was limited to teaching professions at the time. The first event leading to Japanese female doctors’ acceptance and certification was the medical practice exam, which was used to train Western doctors. Medical practice exams have been open to women since 1878, despite being previously reserved for men. By 1883, women had also qualified for the exam, and in June of the following year, Japan welcomed its first female doctor. In other words, women could become doctors if they qualified for the medical practice exam, which allowed people to become doctors without formal education. The second event was that women, led by Mizuko Takahashi, entered medical schools to receive formal education once eligible to take the medical exam. Society recognized the enthusiasm and will of these leading women as individuals, which laid the foundation for their successors. The last event was the establishment of a training school for female doctors. Yayoi Yoshioka founded the Tokyo Women’s Medical School in 1900 to train female professionals. When the Russo–Japanese War broke out and female doctors were needed, the school grew into a modern medical school and trained female doctors in earnest. The medical system in Japan was shaped during the Meiji period, and pioneering women dedicated themselves to the cause. In this way, female doctors appeared in Japan before other Asian countries.

Observation of Equipment and Personal Protective Equipment in The Biology Laboratory

This observation aimed to understand the laboratory regulations, assess the availability of Personal Protective Equipment (PPE) in the laboratory, evaluate management practices, examine the completeness of laboratory equipment and materials, and observe the arrangement of laboratory space, equipment, and materials. This research was conducted in the basic biology laboratory at a university in East Kalimantan. The method employed in this research involved interviewing laboratory assistants and observing the laboratory conditions. The observations indicated that Laboratory A and B had complete personal protective equipment. However, there were some differences. For instance, the equipment and materials were complete in Laboratory A, whereas in Laboratory B, they were incomplete because the laboratory was newly built. Another difference was in the usage of the laboratories; Laboratory A was used for practical sessions, seminars, and classroom activities, while Laboratory B was solely utilized for practical exams. For future researchers, it is suggested that laboratories be explored for both practical sessions and classroom activities, rather than just classroom spaces.

“Seeing inside out”: revealing the effectiveness of otoscopy training in virtual reality enhanced practical exams - a randomized controlled trial

BackgroundThe study aimed to assess the impact of different training modalities on otoscopy performance during a practical exam using a high-fidelity simulator and to determine if objective evaluation of otoscopy is feasible using a simulator that records insertion depth and tympanic membrane coverage.MethodsParticipants were assigned to one of four groups: control and three intervention groups with varying training approaches. Participants received otoscopy training and then were assessed through a practical exam on a high-fidelity simulator that uses virtual reality to visualize the ear canal and middle ear. Performance was evaluated using a modified Objective Structured Assessment of Technical Skills checklist and Integrated Procedural Performance Instrument checklist. Insertion depth, tympanic membrane coverage, and correct diagnosis were recorded. Data were tested for normal distribution using the Shapiro-Wilk test. One-way ANOVA and, for non-normally distributed data, Kruskal-Wallis test combined with Dunn’s test for multiple comparisons were used. Interrater reliability was assessed using Cohen’s κ and Intraclass correlation coefficient.ResultsAll groups rated their training sessions positively. Performance on the OSATS checklist was similar among groups. IPPI scores indicated comparable patient handling skills. The feedback group examined larger tympanic membrane areas and had higher rates of correct diagnosis. The correct insertion depth was rarely achieved by all participants. Interrater reliability for OSATS was strong. IPPI reliability showed good correlation.ConclusionRegardless of training modality, participants perceived learning improvement and skill acquisition. Feedback improved examination performance, indicating simulator-guided training enhances skills. High-fidelity simulator usage in exams provides an objective assessment of performance.

Medical students' perspective on the United States Medical Licensing Examination (USMLE) Step 1 transition to Pass/Fail

Background The transition of the United States Medical Licensing Exam: Step 1 to Pass/Fail (P/F), from scored, caused uncertainty about students’ preparedness and wellbeing related to the exam. Comparison of study behavior and results, before and after the P/F transition can provide insights for the medical curriculum and student support. Methods Data from four cohorts of second-year medical students (Class of 2022–25, N = 204) were collected from their dedicated Step 1 self-study block. Student study regiments, aggregate practice test results, Step 1 pass rates and post-block self-reported surveys were analyzed. Results Analysis of practice exam averages across the four student cohorts demonstrates a potentially slower and less rigorous start to Step 1 self-studying during the dedicated preparation block for the cohorts that took the P/F Step 1 exam format as compared to the previous cohorts that prepared for a scored Step 1 exam. Similarly, self-reported study regiments decreased in the median number of hours/day and number of weeks of study for the cohorts with P/F Step 1 exam. There was also a slight shift in the type of study resources used, between the two groups, with the scored group using more traditional board preparation resources. Conclusions The P/F transition of the Step 1 exam may lead to reduced student preparedness and may require adjustments in the resources and support provided by institutions.

Utilising summative assessments to enhance learning in medicine: a valvular heart disease teaching course for a specialty practical exam

Utilising summative assessments to enhance learning in medicine: a valvular heart disease teaching course for a specialty practical exam

Examining dental students' performance in multiple-choice questions and pre-clinical practical exams in fixed prosthodontics: Gender differences, stress, and confidence

Examining dental students' performance in multiple-choice questions and pre-clinical practical exams in fixed prosthodontics: Gender differences, stress, and confidence

검정형과 과정평가형 국가기술자격의 출제기준 일원화를 위한 탐색적 연구

This study aimed to unify examination criteria between test-based and process-based qualifications across 95 concurrent categories. Through a comparison of competency units, several key findings emerged: Test-based criteria generally included essential competencies of process-based qualifications, but with some differences. Practical exam criteria for test-based qualifications showed relatively high alignment with process-based essentials. Discrepancies varied by qualification grade, especially noticeable in technician levels. While sunset periods generally aligned, differences occurred in some categories. Policy recommendations are proposed based on these findings.

Performance of Google's Artificial Intelligence Chatbot "Bard" (Now "Gemini") on Ophthalmology Board Exam Practice Questions.

To assess the performance of "Bard," one of ChatGPT's competitors, in answering practice questions for the ophthalmology board certification exam. In December 2023, 250 multiple-choice questions from the "BoardVitals" ophthalmology exam question bank were randomly selected and entered into Bard to assess the artificial intelligence chatbot's ability to comprehend, process, and answer complex scientific and clinical ophthalmic questions. A random mix of text-only and image-and-text questions were selected from 10 subsections. Each subsection included 25 questions. The percentage of correct responses was calculated per section, and an overall assessment score was determined. On average, Bard answered 62.4% (156/250) of questions correctly. The worst performance was 24% (6/25)on the topic of "Retina and Vitreous," and the best performance was on "Oculoplastics," with a score of 84% (21/25). While the majority of questions were entered with minimal difficulty, not all questions could be processed by Bard. This was particularly an issue for questions that included human images and multiple visual files. Some vignette-style questions were also not understood by Bard and were therefore omitted. Future investigations will focus on having more questions per subsection to increase available data points. While Bard answered the majority of questions correctly and is capable of analyzing vast amounts of medical data, it ultimately lacks the holistic understanding and experience-informed knowledge of an ophthalmologist. An ophthalmologist's ability to synthesize diverse pieces of information and draw from clinical experience to answer complex standardized board questions is at present irreplaceable, and artificial intelligence, in its current form, can be employed as a valuable tool for supplementing clinicians' study methods.