IntrOductIOnMedical students need to take and understand considerable new information during their studies especially with the need for evidence based healthcare and they should develop skills for life-long learning, keeping their knowledge updated [1]. There has been a rapid growth in the development of new teaching methods and learning resources and considerable advances in the availability of electronic and mobile resources. Mobile technology is one of the latest extensions of technological innovations that can be integrated into medical education [2]. With the aid of these devices, students learn faster outside the classroom by having quick access to the internet and easy retrieval of required medical and health related learning resources while lecturers/teachers also keep alongside of recent trend and development as it affects their medical teaching and research needs. Also, use of mobile technology will especially help medical students, as in the medical practice learning is a continuous and life-long [3].There is need of integrating new technology in teaching-learning to identify and comprehend key concepts, receive feedback as well as apply concepts to relevant situations in medical practice [4]. Current mobile device technology show promise as an instructional tool, more so because mobile handheld devices are user friendly and more widespread in use. Thus, the concept of M-learning could be introduced as a strategy in learner-centered education. Introducing M-learning may improve ability of teachers and students to adapt to the new technology as a method of teaching-learning [4]. Hence, the use of mobile technology can improve quality of content delivery in educational setting.Impact on students: Mobile technology promotes construction and sharing of knowledge which in turn help students' learning by activating their cognitive processes; explaining and elaborating their own understanding [5]. A research conducted at Taibah University by Khaleel M. Al-Said revealed that there were preferential perceptions (mean of overall fields of perceptions scale was 136.19-"High" level) of students towards M-learning [6]. Several studies found that M-learning was effective, flexible, generated strong interest and positive reaction for integration in classroom teaching-learning [7][8][9][10][11]. However, Waycott and Kukulsca-Hulme indicated the difficulty in using a mobile phone in medical education where students particularly faced the difficulty ABStrActIntroduction: Mobile technology is one of the latest extensions of technological innovations that can be integrated into medical education. With the aid of these devices, students learn faster outside the classroom by having quick access to the internet and easy retrieval of required health related learning resources to keep alongside of recent trend and development. In medicine practice one has to continuously update his/her medical knowledge and mobile learning will serve as a tool for selfdirected learning.

The written assessment of medical students is very important in view of assessing the various levels of cognitive domains. The validity of any assessment depends upon the appropriate constriction of assessment tool. Framing an ideal theory assessment tool that covers the whole syllabus with proportionate weightage to various content areas according to their importance is big challenge for the paper setter. Considering the vast nature of Community Medicine syllabus constructing a theory assessment tool as per above said ideals is still more difficult. Blueprinting of syllabus i.e. covering all the content areas with allocating proportionate weightage to various content areas can overcome this issue and helps the paper setter to construct a uniform and valid assessment tool. Department of Community medicine has constructed such two blue prints that can be used for either formative or summative type of theory examination.Original Article

The written assessment of medical students is very important in view of assessing the various levels of cognitive domains. The validity of any assessment depends upon the appropriate constriction of assessment tool. Framing an ideal theory assessment tool that covers the whole syllabus with proportionate weightage to various content areas according to their importance is big challenge for the paper setter. Considering the vast nature of Community Medicine syllabus constructing a theory assessment tool as per above said ideals is still more difficult. Blueprinting of syllabus i.e. covering all the content areas with allocating proportionate weightage to various content areas can overcome this issue and helps the paper setter to construct a uniform and valid assessment tool. Department of Community medicine has constructed such two blue prints that can be used for either formative or summative type of theory examination.

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