Preparation of Blueprint for Clinical Assessment of Undergraduate Medical Students in Psychiatry

Goyal, Sandeep; Kumar, Naveen; Badyal, Dinesh; Kainth, Ankit; Singh, Tejinder

doi:10.5958/2231-6728.2017.00034.8

Cited by 2 publications

(2 citation statements)

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“…Goyal et al reported that blueprinting guides paper construction and helps in the alignment of assessment with learning objectives. They also suggested that this assessment tool will help in the assessment of students' in-depth knowledge [ 9 ]. Ismail et al used seven steps for the development of a blueprint.…”

Section: Discussionmentioning

confidence: 99%

Blueprinting of Assessment for the Lower Limb in Undergraduate Anatomy Curriculum

Bhardwaj,

Krishna,

Ghatak

et al. 2023

Cureus

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Background: Competency-based medical education is followed by most of the medical schools in India. Health universities are changing their question paper pattern and practical assessment pattern to ensure valid and reliable evaluation of student learning but assessment of entire curriculum competencies is a difficult task to achieve. Assessment blueprinting can provide a guiding map for balanced and rational assessment. It ensures similar exam content from year to year (over- or under-representing a topic can be avoided). The assessment blueprint provides ideas of appropriate formats for the knowledge/skills being assessed. The study aims to observe facilitators' perceptions and develop an assessment blueprint for the anatomy curriculum. Methods: This educational mixed-method study was conducted in the Department of Anatomy of All India Institute of Medical Sciences, Jodhpur, India. Perceptions of 13 facilitators of the Anatomy Department about assessment blueprinting were observed on a five-point Likert scale. Topics of the lower limb were identified based on the Undergraduate Curriculum Volume-1 document provided by the National Medical Council of the Government of India. Weightage to each topic was given on the basis of anatomical importance and clinical significance at the undergraduate level. Marks for the topic as per relative weightage were calculated. The blueprint was prepared and validated by the subject expert of the institute. An example question paper template was prepared as per the assessment blueprint. Results: In the present study, all 13 (100%) participants agreed that there is a need for a valid assessment framework to maintain the reliability of assessment, 11 (85%) participants agreed that an assessment blueprint can provide a valid tool for assessment, and 10 (77%) participants agreed that assessments are not planned as per learning domain requirement, and planning of assessment as per blueprint requires more time and resource. Of the participants, eight (62%) agreed that all topics or competencies are not included while setting the question paper. The blueprint for assessment of the lower limb provided an idea of high-weightage and low-weightage topics and the suitable types of questions for these topics. Conclusion: Assessment is the key element of competency-based medical education. For a complete, valid, and reliable assessment, a blueprint for assessment is the need of the hour. Assessment blueprinting in this study showed that the anterior thigh region, hip joint, knee joint, and vascular and nerve supply of the lower limb are topics with maximum weightage for the lower limb in the medical anatomy undergraduate curriculum. It can help in reducing under or over-representation of content. With the help of a blueprint, the examiners can assess the majority of content without any intentional or unintentional bias.

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Section: Discussionmentioning

confidence: 99%

Blueprinting of Assessment for the Lower Limb in Undergraduate Anatomy Curriculum

Bhardwaj,

Krishna,

Ghatak

et al. 2023

Cureus

View full text Add to dashboard Cite

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“…This would increase the validity of these papers and also indirectly propagate the concept of blueprinting. A feedback has been taken in a previous study where blueprinting was done in the subject of psychiatry and the faculty felt that in depth knowledge was tested and the questions were aligned with the objectives (Goyal et al, 2017). A checklist can also be made for this purpose as has been previously suggested (Reddy, 2017).…”

Section: Figure 2: Comparison Of Percentage Scores Of Pre-test and Pomentioning

confidence: 99%

‘Blueprinting in assessment’ – an online learning experience

Pawade

Mehta

Mahajan

et al. 2020

SE Asian Jnl Med Educ

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Objective: Faculty-training on blueprinting is necessary to make medical teachers aware of threats to the attributes of assessment. The experiences and challenges of preparation and moderation of the online ML Web Session are discussed so as to facilitate the readers to conduct such activities. Methods: GSMC-FAIMER Regional Institute, Mumbai, India chose "Blueprinting in Assessment" for Web Discussion in January 2018, as a part of the GSMC-FAIMER Fellowship Programme. 32 participants were involved in an asynchronous manner, using Listserv Online Discussion Forum, from 1st to 31st January 2018. A sequential flow of the activities was aligned with chronological sequence of pre-defined objectives. Reflections were taken at the end of the month. Results: Comparison of Pre-test and Post-test analysis showed statistically significant improvement in percentage scores (p<0.05). The participants appreciated the ML Web Discussion Session activities in their reflections. Conclusion: This ML Web Session achieved the learning objectives, increased the knowledge and led to a deeper understanding of blueprinting in assessment, through comprehensive, though asynchronous, peer-group discussion.

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Preparation of Blueprint for Clinical Assessment of Undergraduate Medical Students in Psychiatry

Cited by 2 publications

References 0 publications

Blueprinting of Assessment for the Lower Limb in Undergraduate Anatomy Curriculum

Blueprinting of Assessment for the Lower Limb in Undergraduate Anatomy Curriculum

‘Blueprinting in assessment’ – an online learning experience

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