Relation of the final year performance in different assessment modalities in final MBBS Pediatrics, College of Medicine, University of Bahri

Abstract

Muawia E. A. Idris, Nour Elhouda Ata Alla Alla Gabo Rahma, Omer A. E. Elfaki, Waly Eldin Elnour Elfakey, Karimeldin Mohamed Ali Salih

Background: Many tools and instruments can be used for the assessment of medical students including multiple choice questions (MCQs), modified essay questions (MEQs), objective structured practical examination (OSPE), problems, short answer questions (SAQs), extended matching questions (EMQs), and objective structured clinical examination (OSCE). The golden rule in assessment is to use multiple methods of assessment to provide students adequate opportunities to perform well. Using variable assessment tools will allow for making use of their advantages and reduce their disadvantages as much as possible. For correlation of combinations of assessment tools, alignment between objectives and instruction should be made. Many studies demonstrated different correlation with different forms of assessment, namely, MCQs, EMQs, MEQs, OSPE, OSCE, and SAQs. The objectives of this study were to determine the correlation of the students’ scores in the four assessment modalities used for the final students in pediatrics and to determine the correlation of the combined score of written assessment and the combined score of practical assessment with the composite score. Methodology: This was a descriptive, cross-sectional study. A correlational design was used. The scores of 219 students in four methods of assessment adopted in pediatrics were analyzed. The assessment methods were MCQs, problems, OSPE, and OSCE. SPSS version 21 was used to compute the Pearson’s correlation for each of the four methods with each other and with the composite scores. Results: The Pearson’s r for the combined score of MCQs and problems with the composite score of all four assessment was 0.966 while 0.971 was the Pearson’s r for the combined score for OSCE and OSPE with the composite score. Pearson’s r of each of the assessment methods with composite scores were determined. These were 0.924, 0.901, 0.953, and 0.824 for MCQs, problems, OSCE, and OSPE, respectively. The correlation of each of the methods of assessment with each other revealed a Pearson’s r correlation ranging from 0.977 to 0.819. All the correlations were highly significant. Conclusion: Analysis of the students’ scores in the four assessment methods adopted in dermatology showed highly significant correlation. Scores in the written and practical assessment were highly correlated.