Considering the Structured Oral Examinations Beyond Its Psychometrics Properties

Boulais, Isabelle; Ouellet, Kathleen; Lachiver, Élise Vachon; Marceau, Mélanie; Bergeron, Linda; Bernier, Frédéric; St‐Onge, Christina

doi:10.1007/s40670-023-01729-8

Med.Sci.Educ.

2023

DOI: 10.1007/s40670-023-01729-8

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Considering the Structured Oral Examinations Beyond Its Psychometrics Properties

Isabelle Boulais

Kathleen Ouellet

Élise Vachon Lachiver

et al.

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2024

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Cited by 2 publications

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Unlocking learning: exploring take-home examinations and viva voce examinations in microbiology education for biomedical laboratory science students

Curbo,

Lindkvist,

Hultgren

2024

J Microbiol Biol Educ.

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Many educational institutions transitioned to digital distance-based learning and assessment formats in 2020 due to the severe acute respiratory syndrome–coronavirus 2 (SARS-CoV-2) pandemic. This shift has often been associated with concerns about increased student cheating and heightened stress. In this study, we compared the major course assessment grades of students in a microbiology course delivered through a digital distance-based format, including a take-home examination and a viva voce examination during 2020, 2021, and 2022 ( n = 127) with those who took the course in a traditional, live, in-person format with an in-class examination in 2019 ( n = 45). Additionally, an extensive course evaluation survey was conducted to assess student satisfaction with the different course formats. In 2019, the pass rate was 27%, which increased significantly to 63% ( P < 0.001) when provided as a distance-based course during 2020/2021/2022. The survey results indicated that most students appreciated the digital distance-based format and considered it beneficial for their learning. While some students found the take-home examination to be challenging and the viva voce examination stressful, others viewed the take-home examination as beneficial for their learning and the oral follow-up as a valuable opportunity for further learning. The combination of digital lectures and quizzes enabled students to learn at their own pace and convenience, which can lead to greater engagement and contribute to higher pass rates. Take-home examinations promote deeper learning as students must independently find answers to questions. When these examinations were followed by viva voce examinations, students were given the chance to elaborate on their responses, thereby gaining additional insights and reinforcing their learning during the examination process.

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Unlocking learning: exploring take-home examinations and viva voce examinations in microbiology education for biomedical laboratory science students

Curbo,

Lindkvist,

Hultgren

2024

J Microbiol Biol Educ.

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Improving process aspect of oral examination as assessment tool in undergraduate biochemistry by introducing structured oral examination: an observational study in India based on a survey among stakeholders

Loomba,

Jindal

2024

Korean J Med Educ

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Purpose: The traditional method of oral examination, though a good tool for assessing the depth and breadth of student’s knowledge, has its shortcomings. A variable number of questions with variable difficulty levels by different examiners with different expectations can introduce bias in scores. The process aspect of oral examinations of first-year undergraduate medical students was improved by structuring them and by creating uniformity in the number, time, and difficulty level of questions for assessment, and feedback was taken regarding its acceptance as an improved tool of assessment.Methods: After finalizing the topics, questions from a viva viewpoint were structured and categorized into three difficulty levels covering all aspects of chosen topics validated by subject experts. The number of questions asked per difficulty level, time, and marks given to each question was pre-decided. After briefing the students, the structured viva was conducted, and feedback was taken from students and examiners.Results: The majority (87%) of first-year undergraduate students undertook the structured viva and filled in the feedback form. Nearly all students felt that the structured oral examination was a fair and unbiased assessment tool with less subjectivity compared to traditional viva. Most students (83.9%) felt that the topics were comprehensively covered, and 96.4% of students felt less stressed. Among examiners, there was 100% agreement on the uniformity of questions asked, topics covered, less subjectivity, and no carryover effect.Conclusion: The examiners have accepted it as one of the formative assessment tools for future batches of students and are ready to explore its utility as a summative assessment tool.

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Considering the Structured Oral Examinations Beyond Its Psychometrics Properties

Cited by 2 publications

References 17 publications

Unlocking learning: exploring take-home examinations and viva voce examinations in microbiology education for biomedical laboratory science students

Unlocking learning: exploring take-home examinations and viva voce examinations in microbiology education for biomedical laboratory science students

Improving process aspect of oral examination as assessment tool in undergraduate biochemistry by introducing structured oral examination: an observational study in India based on a survey among stakeholders

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