Impact of Assessment Modules on Academic Performance of First Year Medical Students in Physiology Subject

Abstract

Background: Assessment is an integral part of the learning process in medical education and the way how assessment is being conducted is essential factor influencing the learner approach. It was suggested that the assessment and evaluation must be on the foundational science concepts that led them to clinical decision-making. Methodology: This analytical study was carried out on medical students (both male and female) enrolled for the 1st year medical curriculum. The subjects were divided in three groups assessed by subjective, objective and mixed type questions. Results: Our data reveal that the performance of students, assessed by objective type question, in various examinations was significantly high in comparison to subjective type assessment. Performance in theory exams assessed by long answer questions was significantly lower than objective type assessment, while there were no differences observed in practical examination. Conclusion: The objective type questions may be preferred over short essay questions as there are choices in answers, while they may perform poor in clinical exam. The objectivity of question may increase the capacity to solve one word answer questions but conceptual ability to understand the subject is doubtful.