Assessment Tools Preferred by the Undergraduate Clinical Medical Students: A Study in National Defense University of Malaysia



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Submitted Jul 24, 2021
Published Aug 23, 2021
10.24018/clinicmed.2021.2.4.112

Abstract viewed = 449 times

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Background: Assessment in medical education is necessary to determine the students’ competency as well as other attributes.
Objectives: The aim of this study was to determine the methods of assessment at the end of rotational posting examination and final professional examination at the end of the course, preferred by the undergraduate clinical medical students.
Methods: This study was conducted on 89 medical students belonging to 4th and 5th year of the Faculty of Medicine, National Defense University of Malaysia (NDUM).
Results: In this study 46 students were males (51.7%) and 43 (48.3%) females; the mean age was 23.5 years. Among the multiple-choice questions (MCQ), a combination that contained multiple true-false and single best answer, was preferred by 55.1% of the students. Among the essay type of written assessments “problem management patient (PMP)” questions were preferred most (46.1%) followed by modified essay questions (MEQ), short essay questions (SEQ), and key feature questions (KFQ). Among the assessments by long case, conventional long case, which had been practiced during the course, was preferred by 67.4% of the students at the end of the medical program rather than the modified or observed long case examinations. While assessment by short case, running commentary on what was being examined, was preferred by 47.2% of students, followed by no commentary (38.2%) and not sure by the rest. 56.2% of students would prefer procedure OSCEs on mannequins and the rest won’t. Picture quizzes were highly preferred (89.9%).
Conclusion: At the end of the medical program the clinical medical students prefer those methods which have already been practiced by them during the academic course. For the best achievement, every tool of assessments used in the medical curriculum should be made clear to the students and the students should practice those before they proceed for final evaluation.

Keywords: Assessment methods, clinical examinations, medical school, undergraduate medical education, written examinations

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