Appropriateness of using oral examination as an assessment method in medical or dental education

Rahman, Ghousia

doi:10.4103/0974-7761.103674

Cited by 14 publications

(17 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These are multi-stationed clinical examinations which are effective in testing students' ability to integrate the knowledge, skills and attitudes acquired during their pre-clinical and clinical training and experiences [10]. Most of the medical institutes in Maharashtra still conduct the viva by (n=100).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Introduction of Structured Oral Examination as A Novel Assessment tool to First Year Medical Students in Physiology

Shenwai

Patil

2013

JCDR

View full text Add to dashboard Cite

Background: The traditional viva examination which is still predominantly used in most of the medical institutions as one of the assessment methods has some demerits like lack of standardization, objectivity & reliability. The process involves many faculty members from respective departments. Hence there can be variations in the time allotted to each student, number of questions asked, and difficulty level of the questions. These can be resolved by structuring the oral examination to make it a better assessment tool. The present study was conducted to introduce structured oral examination (SOE) as a novel assessment tool to first year M.B.B.S. students in Physiology and evaluating the process by taking feedback from the students and faculty. Material and Methods:All the subjects [first year M.B.B.S. students (n=100)] were initially assessed by traditional viva. Feedback in the form of a questionnaire was collected from the students. Questionnaire included various questions based on Likert scale and numerical value for each response was decided. Topic for the structured oral examination was decided

show abstract

Section: Discussionmentioning

confidence: 99%

“…knowledge, comprehension, application, analysis, synthesis and evaluation [9]. In practice, they are used not as a substitute but as a complement to written exams [10].…”

Section: Discussionmentioning

confidence: 99%

Introduction of Structured Oral Examination as A Novel Assessment tool to First Year Medical Students in Physiology

Shenwai

Patil

2013

JCDR

View full text Add to dashboard Cite

show abstract

“…This aspect of faculty development is being realized to be important nowadays. 11 Increasing number of examiners may not be a practical proposition because of professional time needed, although it reduces inter-rater variability and improves reliability (agreement in allotted marks between two examiners). Inter-rater reliability can further be enhanced by the use of grading or scoring system.…”

Section: Discussionmentioning

confidence: 99%

Introduction of structured oral examination in formative assessment of pharmacology for 2nd professional MBBS students

Patidar

Chaturvedi

2019

Int J Basic Clin Pharmacol

View full text Add to dashboard Cite

Background: Conventional Oral Examination (COE) is criticized for being too subjective and being influenced by academic and non-academic factors. Another pitfall of COE is unequal distribution of time. Different examiners use a different set of questions with varying difficulty levels. Student related factors include gender, accent, vocabulary used and ability to pick nonverbal cues. These factors make COE less reliable and valid assessment tool. To overcome the limitations of this useful tool, SOE can be implement instead of COE. Methods: It is a prospective and non-randomized study comprising 79 students of pharmacology appeared for two forms of viva i.e. COE and SOE. Three sets of questionnaires -Must know, should know and nice to know were prepared, each having 15 items with increasing difficulty levels and were validated by subject experts and pretested. Ten minutes were allotted for each student for each form of viva. Feedback of students about the novel method was obtained by using semi-structured questionnaire comprising of 19 closed ended questions and one open-ended question. Results: Structured oral examination (SOE) yielded significantly higher marks as compared to COE. There were significant inter-examiner variations in marks awarded in SOE and COE. Other factors influencing implementation were difficulty in structuring viva, rigid time limits, lack of flexibility in knowledge content, monotony and fatigue. The students perceived this format not different from COE but felt that it required in depth preparation of topic. Conclusions: Conducting SOE is a resource-intensive exercise. Despite structuring, inter-examiner variability was not completely eliminated. The student's performance was depended on factors related to examiners such as teaching experience, vernacular language used, and lack of training. Orientation and training of examiners in assessment strategies is necessary. Standardization of questionnaire is necessary before the implementation of SOE for summative assessment.

show abstract

“…They also mentioned that in traditional viva there is demotivation and bias during viva. 8 From response to questionnaire it was evident that they were overall happy with the OSVV experience. But they were confused whether OSVV is better than traditional viva voce which they are facing since first year.…”

Section: Discussionmentioning

confidence: 99%

Assessment of perception for objectively structured viva voce amongst undergraduate medical students and teaching faculties in a medical college of central India

et al. 2016

View full text Add to dashboard Cite

INTRODUCTIONThe learning cycle is a triad of educational objectives, instructional methodology and assessment. Amongst these assessment is a critical issue. Effective assessment tool for each domain of learning should be able to judge student"s performance and progress through the course in a fair and objective manner. Assessment process itself needs evaluation and refinement in the light of emerging insights. Oral examinations are used as a mode of assessment of medical students. Viva voce has been an old traditional method of examining student"s knowledge, basic concepts, comprehension level and also communication power in "question and answer" format. 2 In traditional viva voce there may be variations in the time allotted to each student, number of questions asked, and difficulty level of the questions. Questions may not cover the entire syllabus. There may be some biases such as the "dove/hawk" effect characterizing some examiners as more lenient or tough than others, the "halo effect" ABSTRACT Background: Oral examinations are used as a mode of assessment of medical students. There are many deficiencies and biases in traditional viva voce. In view of minimizing deficiencies and biases this study was conducted with the objective of obtaining the perceptions of students and teachers about objectively structured viva voce (OSVV). Methods: OSVV was conducted during formative assessment in Microbiology. 56 participants (50 students+6 faculties) were included. Feedback in the form of questionnaire (based on Likert scale and open ended questions) was obtained from all the participants. All faculties felt that the overall process was better than traditional viva voce. Results: Students response to statements suggested a more positive than negative reception to this form of assessment. However there was variation in the response to different statements. 80-90% students agreed that time allotted was adequate and questions were easy to understand. 60-80% felt that this method a well-organized system that cover most of topics from the syllabus and will be helpful in enhancing performance in final examination.68% students agreed that OSVV is an effective tool but they were not confident whether OSVV is better than traditional viva voce. 42% agreed and 38% were neutral in their opinion whether OSVV is better than traditional viva voce. Conclusions: There is need of extensive ground work, training of teachers, orientation of students, practice to students by mock exams etc. A large sample than used here would be needed to substantiate this trend. OSVV should be tried in all other medical subjects and in large number of medical colleges.

show abstract

Appropriateness of using oral examination as an assessment method in medical or dental education

Cited by 14 publications

References 20 publications

Introduction of Structured Oral Examination as A Novel Assessment tool to First Year Medical Students in Physiology

Introduction of Structured Oral Examination as A Novel Assessment tool to First Year Medical Students in Physiology

Introduction of structured oral examination in formative assessment of pharmacology for 2nd professional MBBS students

Assessment of perception for objectively structured viva voce amongst undergraduate medical students and teaching faculties in a medical college of central India

Contact Info

Product

Resources

About