Introduction of Objectively Structured Viva-Voce in Formative Assessment of Medical and Dental Undergraduates in Biochemistry

Puppalwar, Priti V; Rawekar, Alka; Chalak, Anita; Dhok, Archana; Khapre, Meenakshi

doi:10.5958/2231-6728.2014.00912.3

Cited by 8 publications

(8 citation statements)

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“…However, this difference was not statistically significant (p=0.24). Fair agreement between OSVV and TVV scores has been also reported by a study [7] from Sawangi (Wardha, Maharashtra). In contrast to results obtained in the current study, a study [8] from Bhuj, Gujarat has found poor co-relation between marks obtained in the two viva-voce formats.…”

Section: Scores Obtained By Studentssupporting

confidence: 73%

“…In the current study, a 7min time period was found to be optimum and satisfactory, although other researchers have stated varying time limits ranging from 8min-25min. [7,9] 4.3. Gender differences in scores: Though the maximum TVV score and third quartile was similar for both genders, the median TVV score, first quartile and minimum TVV score was much lower for males.…”

Section: Time Taken For Viva-vocementioning

confidence: 99%

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Comparative Study of Objectively Structured Versus Traditional Viva-Voce in Microbiology amongst Second-Year MBBS Students

Sule¹,

Ubale²,

Kartikeyan³

et al. 2017

IOSRJRME

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to assess the difference in the marks obtained by students in traditional vivavoce (TVV) and objectively structured viva-voce (OSVV) examination formats and to evaluate the perception of students regarding OSVV. After obtaining institutional approvals and written informed consent, participating second-year MBBS students (n=62) were oriented about OSVV format. Assessment as per TVV format followed that using the OSVV format (both out of 20 marks) on the same day. Feedback comprising nine closed-ended questions (Likert scale) and one open-ended question was obtained from the participants. The marks obtained were statistically analysed and feedback was evaluated. While there was no significant difference (p=0.2357; Z=0.72), significant correlation (linear relationship; p<0.01, r=0.44) was observed between marks obtained in the two viva-voce formats. Majority of students were satisfied with OSVV in relation to syllabus coverage, duration for answering, relevancy of questions, avoidance of subjectivity/bias and fifty percent felt that difficulty level was well maintained. There was significant correlation between the marks obtained in the two formats of viva voce, though the participants preferred OSVV format.

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Section: Scores Obtained By Studentssupporting

confidence: 73%

Section: Time Taken For Viva-vocementioning

confidence: 99%

Comparative Study of Objectively Structured Versus Traditional Viva-Voce in Microbiology amongst Second-Year MBBS Students

Sule¹,

Ubale²,

Kartikeyan³

et al. 2017

IOSRJRME

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“…2 Conversely, another study found perfect agreement between the marks given by two examiners in objective structured viva voce (OSVV) while the fair agreement was found between the marks given in OSVV and conventional viva. 8 There can be explanation for this discrepancy as the examiners of the both groups had a varied teaching experience (from 5 years to 26 years) which determined the depth and experience in evaluating students' performance. However, a realistic and practical situation prevailing in most of the Departments of Pharmacology is that no examiner was properly trained in this method of assessment.…”

Section: Discussionmentioning

confidence: 99%

“…In one study, 8 min were assigned for 8-item structured questionnaire during formative assessment in biochemistry. 8 In a targeted viva, examiner engaged each student for about 25 min and thus only 5-6 students were examined in a day. 3 Authors found that arbitrary limit of 10 min is not sufficient because students would not reach till question 14 and 15.…”

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

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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.

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“…Similar findings were reported in other studies done in the subjects of physiology, anatomy, biochemistry and microbiology. 17,[22][23][24] About one third (44 (36.97%)) of the students disagreed that there was less variability in this format. The reason for that could be the limited number (four) of cards available to them.…”

Section: Discussionmentioning

confidence: 99%

A comparative evaluation of structured and unstructured forms of viva voce for internal assessment of undergraduate students in Pharmacology

Khakhkhar

Khuteta

Khilnani

2019

Int J Basic Clin Pharmacol

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Background: The study was designed to identify value of structured viva (SV) as an assessment tool, to ascertain its correlation with unstructured viva (UV) and to find relationship between viva and theory examination results.Methods: This prospective and observational study was conducted on a total of 135 students of the 2nd professional MBBS. All students faced two viva sessions (SV and UV), each of 10 marks on same topics in general pharmacology and autonomic nervous system. Time limit per student was 10 minutes. SV was conducted on pre-validated, standardized cards (n=40) with 5 questions in each card and 0.5 marks of each question. By draw of lots to be performed by students themselves, each student was given 4 cards. One week prior to the viva, the theory examination of 40 marks on same topics was conducted.Results: The mean marks of all students in SV (3.46±1.44) were significantly lower (P <0.0001) than those of UV (4.61±2.02). There was significant less deviation of mean marks in all groups of SV (P <0.05). The mean percentage marks of SV (34.63±14.37%) had similarities with results of theory examination (34.67±10.49%) (P=0.9720), while the difference between mean percentage marks of UV (46.15±20.19%) and theory was statistically highly significant (P <0.0001).Conclusions: SV increases objectivity and reduces subjectivity as compared to UV because of similar pattern of questions, difficulty levels and standardised scoring system. SV provides an opportunity to measure how well students can apply knowledge. Thus, SV can be used for formative and summative assessment.

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Introduction of Objectively Structured Viva-Voce in Formative Assessment of Medical and Dental Undergraduates in Biochemistry

Cited by 8 publications

References 0 publications

Comparative Study of Objectively Structured Versus Traditional Viva-Voce in Microbiology amongst Second-Year MBBS Students

Comparative Study of Objectively Structured Versus Traditional Viva-Voce in Microbiology amongst Second-Year MBBS Students

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

A comparative evaluation of structured and unstructured forms of viva voce for internal assessment of undergraduate students in Pharmacology

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