PDF(Pubmed)
Abstract：
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.
CONCLUSIONS: 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.
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.
CONCLUSIONS: 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.
摘要：
背景：印度大多数医学院都遵循基于能力的医学教育。卫生大学正在改变其问题论文模式和实践评估模式，以确保对学生学习的有效和可靠的评估，但对整个课程能力的评估是一项艰巨的任务。评估蓝图可以为平衡和合理的评估提供指导图。它确保每年的考试内容相似（可以避免过度或不足代表主题）。评估蓝图为评估的知识/技能提供了适当格式的想法。该研究旨在观察促进者的看法，并为解剖学课程制定评估蓝图。
方法：这项教育混合方法研究是在全印度医学研究所解剖学系进行的，焦特布尔,印度。在五点李克特量表上观察到解剖部13位主持人对评估蓝图的看法。下肢主题是根据印度政府国家医学委员会提供的本科课程第一卷文件确定的。每个主题的权重是根据本科生的解剖学重要性和临床意义给出的。根据相对权重计算主题的标记。该蓝图由研究所的主题专家编写和验证。根据评估蓝图准备了示例性问题论文模板。
结果：在本研究中，所有13名(100%)参与者一致认为，需要一个有效的评估框架来保持评估的可靠性，11名(85%)参与者同意评估蓝图可以提供有效的评估工具，10名(77%)参与者同意不按照学习领域要求计划评估，根据蓝图规划评估需要更多的时间和资源。在参与者中，八位（62％）同意在设置问题文件时不包括所有主题或能力。评估下肢的蓝图提供了高权重和低权重主题的想法以及这些主题的合适类型的问题。
结论：评估是基于能力的医学教育的关键要素。对于一个完整的，有效,和可靠的评估，评估蓝图是小时的需要。这项研究中的评估蓝图显示，大腿前部区域，髋关节,膝关节,下肢血管和神经供应是医学解剖学本科课程中下肢最重要的课题。它可以帮助减少内容的不足或过度表示。在蓝图的帮助下，考官可以评估大部分内容，没有任何有意或无意的偏见。
方法：这项教育混合方法研究是在全印度医学研究所解剖学系进行的，焦特布尔,印度。在五点李克特量表上观察到解剖部13位主持人对评估蓝图的看法。下肢主题是根据印度政府国家医学委员会提供的本科课程第一卷文件确定的。每个主题的权重是根据本科生的解剖学重要性和临床意义给出的。根据相对权重计算主题的标记。该蓝图由研究所的主题专家编写和验证。根据评估蓝图准备了示例性问题论文模板。
结果：在本研究中，所有13名(100%)参与者一致认为，需要一个有效的评估框架来保持评估的可靠性，11名(85%)参与者同意评估蓝图可以提供有效的评估工具，10名(77%)参与者同意不按照学习领域要求计划评估，根据蓝图规划评估需要更多的时间和资源。在参与者中，八位（62％）同意在设置问题文件时不包括所有主题或能力。评估下肢的蓝图提供了高权重和低权重主题的想法以及这些主题的合适类型的问题。
结论：评估是基于能力的医学教育的关键要素。对于一个完整的，有效,和可靠的评估，评估蓝图是小时的需要。这项研究中的评估蓝图显示，大腿前部区域，髋关节,膝关节,下肢血管和神经供应是医学解剖学本科课程中下肢最重要的课题。它可以帮助减少内容的不足或过度表示。在蓝图的帮助下，考官可以评估大部分内容，没有任何有意或无意的偏见。
