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Introduction: The Postgraduate Medical Education has witnessed transition from traditional cognitive based to more competency-based learning globally. Khesar Gyalpo University of Medical sciences of Bhutan introduced Competency Based Medical Education (CBME) through implementation of work place-based assessment (WPBA) in June 2018. The primary objective of this initiative was to produce specialist of highest quality and cultivate competency and outcome based, yet learner centered curricula. Methods: The evaluation was conducted in June, 2019. The mixed methods of data collection techniques were utilized such as survey, interview, and review of the documents and focus group discussion. It was to provide understanding of local challenges and needs in implementation of WPBA. Results: A total of 90% of the faculty members and 40% of administrators evaluated were aware of the implementation of WPBA. Majority of the faculty felt that WPBA is beneficial to both faculty and the residents and all residents felt that it’s beneficial in terms of learning. OBGYN residents have been exposed to maximum numbers of WPBA at 20. The maximum numbers of WPBA activities were performed by residents of general practice department which stood at 56. Lack of time as hindrance of practice of WPBA was implicated by 28% of the faculty and 61% residents. Conclusions: Despite WPBA being implemented for a short duration there is a high level of awareness and acceptability among both the residents and faculties as an effective teaching and learning tool.

Traditional fishing techniques, practiced in all parts of Bhutan, are described and compared with techniques reported from Nepal. While a wide range of techniques is found in Bhutan, the number is significantly smaller than that from Nepal. For example, six kinds of net are reported from Nepal, but only one from Bhutan. However, the difference in number may reflect in part the limited scope of the present study. At the same time, several techniques appear unique to Bhutan, and others, while similar to their Nepali equivalents, use different materials - plant-derived poisons are an example. Some techniques may have been brought by ancient immigrants from Tibet, with more recent introductions from lowland India and, most recently, from Nepal. DOI: http://dx.doi.org/10.3126/jowe.v6i0.6081 J Wet Eco 2012 (6): 25-30

Aims: The purpose of this study is to identify the teacher’s awareness and adoption of bloom’s taxonomy in-class assessment (examination) by teachers of Gedu College of Business Studies (GCBS), Bhutan. Study design: The descriptive and content analysis was applied. Place and Duration of Study: Teaching faculty of GCBS and exam question paper for the year June 2020 was studied. The study was conducted between June 2019 and December 2020. Methodology: The census survey was done with 63 teachers of which 48 responded (38 men, 10 women). The teachers’ awareness of Bloom’s taxonomy was assessed in terms of knowledge and information received on bloom’s taxonomy, and the exam question paper was analyzed to comprehend, how adequately teachers have adopted bloom’s taxonomy in the assessment of the student. Results: Results revealed that all the GCBS teachers are aware of the concepts and the majority think that their understanding of the concepts is good and above (79.2%). Though teachers are aware and familiar with bloom’s taxonomy concepts, those concepts were not used accordingly in preparation for the exam paper. The overall marks distributed in six levels of Bloom's taxonomy show that exam paper questions are slightly skewed to the lower level of Bloom's taxonomy. Conclusion: Without a careful mapping of questions according to Bloom's taxonomy, the examination will not yield the desirable objective of the module.

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