Continuous Assessment of Undergraduate Students at a Dental College in India

Priya, Miranda; Muthu, M S; Amarlal, Deepti; Thomas, Eapen

doi:10.1002/j.0022-0337.2012.76.4.tb05283.x

Cited by 5 publications

(2 citation statements)

References 34 publications

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“…It creates positive competition atmosphere that drives them to study and enhance their education quality. [ 26 27 ] Therefore, the working group has decided to assign a proportion of 70% to continuous assessment with flexibility of plus and minus 10% to maximize its benefits. With the implementation of the precautionary steps, the students will be allowed to attend to the campus for the assessment purposes to improve on its objectiveness, while multiple assessment tools will be used to enhance assessment reliability.…”

Section: King Saud Bin Abdulaziz University For Health Sciences Framementioning

confidence: 99%

Framework for curriculum delivery during COVID-19 pandemic in a health sciences university

Al-Kadri¹,

Moamary²,

Knawy³

2020

Ann Thorac Med

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This article aims to shed light on the management that was taken by the King Saud Bin Abdulaziz University for Health Sciences to accommodate the immediate needs for online curriculum delivery, in response to the total lockdown due to COVID-19 pandemic. We have described the process done, actions implemented, and challenges faced to manage the curriculum delivery during the pandemic and to plan the subsequent year curriculum delivery. Effective management will be enhanced by focused faculty development, curriculum management, assessment planning, and technical support. We believe that the management done can be taken as a model in similar situations where sudden online curriculum delivery is deemed necessary. Further audit on the effectiveness and implication of these actions is required after the end of the pandemic.

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Section: King Saud Bin Abdulaziz University For Health Sciences Framementioning

confidence: 99%

Framework for curriculum delivery during COVID-19 pandemic in a health sciences university

Al-Kadri¹,

Moamary²,

Knawy³

2020

Ann Thorac Med

View full text Add to dashboard Cite

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“…A class of dental students is not the same and within a class, there may be a difference in the intellectual abilities of students with some students mastering the curriculum more quickly than others. [ 4 ] As the students progress through the dental curriculum, knowledge will gradually be acquired in classrooms, seminars, clinics, and interactions. [ 3 ] The foundation of dental students is built on their ability to identify pathological diseases under a microscope.…”

Section: Introductionmentioning

confidence: 99%

Recognition of Oral Pathology as a Subject among Dental Undergraduates: Addressing their Concerns

Mishra

Mahapatra

Adhikary

et al. 2023

Journal of Pharmacy and Bioallied Sciences

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Oral and Maxillofacial Pathology is a speciality department of dentistry which deals with identification of diseases affecting oral and maxillofacial regions and investigates the cause, processes and effect of these diseases. Books, internet, lectures have made great progress but there is still a gap between students’ understanding and interest in the subject. The aim of this study was to evaluate and analyse the challenges faced by undergraduate students in understanding oral pathology theory & practical and modify the teaching process accordingly. A descriptive cross-sectional study of 300 BDS third year students was conducted in our college. The results stated that 83% of the participants attended classes, 90% found the topics covered to be useful, 97% reported that the classes were taken to provide an in depth view of the subject, 71% faced difficulties in understanding the topics in theory classes. 46% attended seminars, 68% viewed more than 4 slides on an average in one practical class, and 80% faced difficulties in identifying the slide. Our data concluded, that if certain measures will be taken so as to engage the students’ interests, then this subject would prove to be a much better scope of learning for the budding dentists.

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A review of the characteristics of intermediate assessment and their relationship with student grades

Day

Blankenstein

Westenberg

et al. 2017

Assessment & Evaluation in Higher Education

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a iclon, leiden university graduate school of teaching, leiden university, leiden, the netherlands; b institute of Psychology, leiden university, leiden, the netherlands ABSTRACT In-course assessment, such as midterms, quizzes or presentations, is often an integral part of higher education courses. These so-called intermediate assessments influence students' final grades. The current review investigates which characteristics of intermediate assessment relate to these grades. In total, 88 articles were reviewed that examined the relationship between intermediate assessment and student grades. Four main characteristics were identified: the use of feedback, whether the assessment is mandatory, who is the assessor, and the reward students get for participating. Results indicate that corrective feedback leads to the most positive results, but elaborate feedback may benefit lower achieving groups. No difference in results was found for mandatory versus voluntary intermediate assessments.Peer assessment seemed to be beneficial, and rewarding students with course credit improves grades more than other rewards. Three scenarios are presented on how teachers can combine the different characteristics to optimise their intermediate assessment.

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Continuous Assessment of Undergraduate Students at a Dental College in India

Cited by 5 publications

References 34 publications

Framework for curriculum delivery during COVID-19 pandemic in a health sciences university

Framework for curriculum delivery during COVID-19 pandemic in a health sciences university

Recognition of Oral Pathology as a Subject among Dental Undergraduates: Addressing their Concerns

A review of the characteristics of intermediate assessment and their relationship with student grades

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