Journal of Advances in Medical Education & Professionalism

Bridging the Gaps: Allied Health Practitioners, Clinical Educators, and Peers Perspectives on Resident Performance Assessments

BAU DILAM ARDYANSYAH; MASRIAN MASRIAN; ZAKIAH ZAKIAH; ANDI RATIH RADIAH ISKANDAR; SITI ADANI AYUNDI; DWI SARTIKA; TENRI PADA RUSTHAM

Volume 13, Issue 4 , October 2025, , Pages 311-321

https://doi.org/10.30476/jamp.2025.106145.2148

Abstract

Introduction: Teaching hospitals integrate healthcare, education, and research but face challenges in assessing residents as learners and healthcare providers. Conventional supervisor-led ... Read More

Defining Entrustable Professional Activities for Hematology Residency Program in a Low-Resource Setting: A Modified Delphi Study

JAVERIA REHMAN; MUHAMMAD SHARIQ SHAIKH; MUHAMMAD HASAN; SANA BROHI; BUSHRA MOIZ

Volume 13, Issue 4 , October 2025, , Pages 322-333

https://doi.org/10.30476/jamp.2025.106370.2155

Abstract

Introduction: The concept of Entrustable Professional Activities (EPAs) is central to competency-based medical education, which enables the assessment and guidance of learners in clinical ... Read More

Intelligent Assessment Systems in Medical Education: A Systematic Review

MAJID ALIZADEH; MARYAM JAFAR SAMERI

Volume 13, Issue 3 , July 2025, , Pages 173-190

https://doi.org/10.30476/jamp.2024.104560.2068

Abstract

Introduction: Using Intelligent Assessment Systems (IAS) in medical education has garnered attention as an advanced tool for enhancing educational processes and student evaluation. ... Read More Introduction: Using Intelligent Assessment Systems (IAS) in medical education has garnered attention as an advanced tool for enhancing educational processes and student evaluation. These systems leverage advanced algorithms to rapidly assess the students’ performance and learning progress. This systematic review aimed to examine the role and impact of Intelligent Assessment Systems in improving educational processes, academic evaluation, and learning progress in medical students compared to traditional assessment methods.Methods: This study was conducted using the PRISMA framework for reporting systematic review articles. Databases such as Embase, PubMed, ProQuest, Web of Science, and Scopus up to March 2024 were reviewed using relevant keywords. Eligible articles were selected and evaluated based on predefined inclusion and exclusion criteria.Results: Out of 2741 articles identified, 10 studies were selected for final analysis. This systematic review analyzed 10 studies, demonstrating that interactive assessment systems (IAS) can enhance learning outcomes by up to 40% in certain settings. The findings emphasized the benefits of immediate feedback and reduced instructor workload. The significant role of IAS in enhancing student performance, providing immediate feedback and reducing the workload of instructors was indicated. These systems, through the use of machine learning algorithms and virtual reality simulators, enable more accurate and comprehensive assessment of students’ clinical and cognitive skills.Conclusion: Intelligent Assessment Systems (IAS) significantly improve educational processes and academic evaluation by providing immediate and precise feedback, enhancing student self-efficacy and self-awareness and reducing the training time and costs. The successful implementation of IAS requires careful system design, user training, and continuous technical support. Further studies are recommended to explore the advantages and challenges of these systems and to optimize their implementation in medical education. The long-term impacts of IAS and scalability across educational contexts require further studies. In conclusion, IAS offers transformative potential in medical education globally, provided that challenges are addressed.

The Advantages and Challenges of Electronic Exams: A Qualitative Research based on Shannon Entropy Technique

AHMAD KEYKHA; MASOOMEH IMANIPOUR; JAFAR SHAHROKHI; MOEIN AMIRI

Volume 13, Issue 1 , January 2025, , Pages 1-11

https://doi.org/10.30476/jamp.2024.102951.1987

Abstract

Introduction: The electronic exam is one of the foremost imperative instruments for evaluating students’ execution. Accordingly, this study aimed to identify the advantages and ... Read More

Evolving Assessment in Medical Education: Exploring the Role of Open-Book Examinations

YASAR AHMED; SIMAA KHAYAL; MAJED WADI; MOHAMED ABUZAID

Volume 12, Issue 4 , October 2024, , Pages 215-225

https://doi.org/10.30476/jamp.2024.102078.1955

Abstract

Introduction: The landscape of medical education has witnessed significant transformations over the past decades, particularly with the advent of active teaching methodologies. However, ... Read More Introduction: The landscape of medical education has witnessed significant transformations over the past decades, particularly with the advent of active teaching methodologies. However, despite these advancements, the traditional theoretical assessment methods have remained largely unchanged. This lack of evolution in assessment systems poses a challenge as it is crucial for assessment methods to evolve in tandem with teaching approaches to ensure a comprehensive and effective learning process in medical education. This paper reviews the integration and effectiveness of open-book examinations (OBEs) in medical education, reflecting their growing significance.Methods: An integrative review of the literature was conducted, drawing from a range of relevant publications over the last decade, sourced from databases such as PubMed, Web of Science, Scopus, and ERIC. The inclusion criteria focused on full-text articles in English, with search terms including “medicine,” “assessment,” “open book examination,” “open book exam,” and “open book assessment,” combined using Boolean operators. Thirteen publications were selected and critically appraised using The Critical Appraisal Skills Program checklist.Results: The analysis identified three primary thematic categories: “Teaching Strategy for Pandemic and Challenging Conditions,” “Tool of Learning & Educational Impact”, and “Operational Challenges & Future Directions”. These themes were explored to understand the role and impact of open-book examinations in medical education.Conclusion: The findings indicate that open-book examinations are a crucial component in the evolving landscape of medical education. While certain reservations remain, open-bookexaminations have shown significant potential in fostering critical thinking, argumentation skills, and lifelong learning among medical students. They reflect the ongoing evolution of knowledge in the medical field and contribute to the development of professionals’ adept at navigating and applying complex information. Further research is recommended to solidify these findings and expand the understanding of open-book examinations in medical education.

A Four-Axis-Method to Evaluate a Part of an Undergraduate Medical Students’ Curriculum

MONA MLIKA; SARRA CHEIKHROUHOU; ABDERRAOUF BEN MANSOUR; FAOUZI MEZNI; MOHAMED HÉDI LOUESLATI; IHEB LABBENE; MOHAMED JOUINI

Volume 12, Issue 3 , July 2024, , Pages 172-179

https://doi.org/10.30476/jamp.2023.100837.1901

Abstract

Introduction: The evaluation of programs in faculties of medicine enables them to adequately reach their mission objectives, and social responsibilities and to correct their potential ... Read More Introduction: The evaluation of programs in faculties of medicine enables them to adequately reach their mission objectives, and social responsibilities and to correct their potential lacune. Fewpublications have described the process of internal evaluation of a program performed by the organizational members. The authors aimed to describe a practical method called the four-axis method to assess curriculum using a practical example.Methods: The authors performed a descriptive study, highlighting the application of a particular method of evaluation of a program called the four-axis method. It consisted of the assessment of the pedagogical alignment [1], teaching techniques and evaluation tests [2], students’ viewpoints and needs [3], and the teachers’ opinions and needs [4]. To contextualize this method, the authors described a practical experience of the assessment of a multidisciplinary theme (theme 16), which is taught during the second year of medical education. Was performed the evaluation from January 2020 to January 2021. The population studied consisted of the tutors implicated in the teaching of the theme and the students in the second year of medical education who accepted to answer the satisfaction questionnaires. The students and tutors who did not fill out the questionnaires were excluded. No statistical tests were needed because of the descriptive nature of the study.Results: The most relevant results highlighted that 48.4% of the teachers did not systematically use bioclinical cases involving interactions between students; also, 42.4% of the students believedthat the teaching sessions didn’t introduce practical examples giving rise to interactions between them. Therefore, the 4-axisbased analysis indicated that weaknesses were mostly attributedto the lack of homogeneity in the teaching methods and techniques which showed the teachers’ difficulties in integrating clinical data into their teaching so that they can help the students to assimilate the fundamental data.Conclusion: The authors’ used a particular approach since it focused both on an objective evaluation of the teaching methods and the evaluation tests and the students’ and teachers’ viewpoints and needs. The major limitation of this approach was the fact that it could not integrate the educational environment that could impact the students’ performances.

The Transformative Impact of Stealth Assessment on Medical Education

AMIN HABIBI; EHSAN TOOFANINEJAD; SEYED AHMAD RAHIMI; MASOMEH KALANTARION

Volume 12, Issue 3 , July 2024, , Pages 208-210

https://doi.org/10.30476/jamp.2024.101479.1931

Abstract

This Letter explores the transformative impact of stealth assessment on medical education and its potential to enhance learning outcomes. Stealth assessment, an innovative approach, ... Read More

Applicability of Concept Maps to Assess Higher Order Thinking in the Context of Indian Medical Education: An Analytical Study in the Subject of Physiology

PRERNA AGARWAL; BHARTI BHANDARI; VIVEK GUPTA; APRAJITA PANWAR; ANJUM DATTA

Volume 11, Issue 1 , January 2023, , Pages 24-33

https://doi.org/10.30476/jamp.2022.95660.1653

Abstract

Introduction: Concept mapping is a multidimensional tool that has been put to little use in India. We designed this study to check its applicability for assessing higher-order thinking ... Read More Introduction: Concept mapping is a multidimensional tool that has been put to little use in India. We designed this study to check its applicability for assessing higher-order thinking in the subject of Physiology.Methods: This interventional analytical study was carried out among 65 students of Phase I of MBBS in the year 2021. The students were sensitized to the technique and were given a practice session. On a pre-informed date, an assessment of a topic taught to them was done using concept mapping and a multiple-choice question (MCQ) based test. Feedback on the technique was taken from the students. The statistical tests used were test of normality – Kolmogorov-Smirnov Test, significance of association - Wilcoxon Signed Rank test, correlation - Spearman’s correlation, and agreement - Bland Altman Analysis. The discrimination index was calculated for both concept mapping and MCQ based tests, separately. Percentages were calculated for feedback questionnaire items. The data were analysed using Microsoft Excel (2019) and an online calculator. P values <0.05 were considered statistically significant.Results: Students scored more in concept mapping. There was a significant difference in the scores of the students on the two tests (Wilcoxon Signed-Rank test, Z=-2.66, P=0.008) and a weakly positive non-significant correlation between them (Spearman’s correlation coefficient, rs=0.07, P=0.60). Bland Altman’s Analysis showed agreement in the scores of the students in the two tests. The mean score of the students in the two tests increased, so did the difference in the scores in the two tests. The discrimination index of concept mapping (0.28) was higher than that of the MCQ based test (0.18). Most of the students agreed on the advantages of concept mapping in the feedback.Conclusion: The assessment result of concept mapping is better than that of MCQ-based test and it may be included as a teaching learning and assessment strategy in the context of Indian medical education in the subject of Physiology.

A Study on the Performance and Perception of Medical students in Online Spotter versus Traditional Spotter Examinations

SANGEETHA ARUMUGAM; NANDHA KUMAR SUBBIAH; SONY JHANSI PRIYA

Volume 10, Issue 4 , October 2022, , Pages 246-252

https://doi.org/10.30476/jamp.2022.94591.1597

Abstract

Introduction: Medical institutions around the world are exploring various newer modes of teaching and assessmentmethods to incorporate into the teaching curriculum. In this changing ... Read More Introduction: Medical institutions around the world are exploring various newer modes of teaching and assessmentmethods to incorporate into the teaching curriculum. In this changing situation, e-learning methods are being widely used. For determining the effectiveness of a new learning method, assessment should be done since learning and assessment are intricately associated. One such newer method of testing practical anatomy knowledge is online spotter examination. The present study was conducted to correlate the students’ performance between traditional and online spotter exam and analyse the students’ perception about both exam patterns.Methods: A cross-sectional descriptive study was conducted among 120 first year medical students after obtaining ethical approval from the Institute Research and Ethics committee. Students were selected using simple random sampling method. Two modes of practical examination, traditional and online spotter, were conducted. After the examination, mean scores of OSE and TSE were compared using independent sample t-test. A questionnaire was given to collect data on their perception about the exam pattern, and the responses were scored using Likert scale.Results: The performance mean score in online spotter exam was higher compared to traditional spotter exam. Analysis of the students’ perception about the exam pattern revealed that they preferred the online examination. This could be attributed to advantages of online teaching and learning using audio-visual aids with good quality images (84=70%), easy to answer in multiple choice question (78=65%), quick results (108=90%), absence of bias in evaluation (108=90%), easy for future online postgraduate entrance exams (114=95%), and overall time limit and its advantages (84=70%);the only drawback was anxiety about internet connectivity (96=80%).Conclusion: Online spotter exam can be conducted for routine formative assessment under controlled conditions to improve the students’ knowledge and enhance their confidence and adaptability for future online exams.

Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner

KAILASH CHAROKAR; PUJA DULLOO

Volume 10, Issue 3 , July 2022, , Pages 135-144

https://doi.org/10.30476/jamp.2022.94833.1609

Abstract

The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fastgrowing medical field. The present Competency-Based Medical ... Read More

Assessment of Medical Professionalism among Students and Faculty Members of Shalamar Medical and Dental College, Lahore

SHAZIA RASUL; M. ZAHID BASHIR; SAROSH SALEEM; SHABNAM TAHIR; AFLAK RASHEED; MUHAMMAD ALI SABIR

Volume 9, Issue 4 , October 2021, , Pages 204-210

https://doi.org/10.30476/jamp.2021.88433.1342

Abstract

Introduction: Medical professionalism is an essential part of training and professional development of medical students. Unprofessional behavior in medical school may lead ... Read More Introduction: Medical professionalism is an essential part of training and professional development of medical students. Unprofessional behavior in medical school may lead to professional misconduct in the future careers. The Learner’s Attitude of Medical Professionalism Scale (LAMPS) is a self-assessment questionnaire. It has been used in this study to assess and compare self-reported attitudes about different domains of medical professionalism among First and Final Year studentsand Faculty of Shalamar Medical and Dental College (SMDC). LAMPS has been used to identify the gaps in the attitudes of medical students and professionals, which can be addressed through a training program of professionalism.Methods: This is a cross-sectional survey conducted in SMDC from June to Dec 2018. First Year and Final Year Students and Faculty were recruited by non-probability convenience sampling. The sample size was calculated by the Cochran’s Formula, keeping the level of significance at 5% and margin of error at 3%. The reliability of LAMPS using Cronbach’s alpha is 0.7. It has been validated by 32experts followed by pilot testing. The domains of professionalism were scored according to Likert Scale. The data were analyzed using SPSS 24. T-test was used for comparison of the means.Results: There were a total of 204 study participants; 88 students from First Year, 78 from Final Year and 38 Faculty Members. Honor/Integrity was the most valued trait and Excellence/Autonomy wasthe lowest scored domain of medical professionalism. There was a significant difference among attitudes of the First and Final Year students in the domains of Excellence/Autonomy and Altruism.Excellence/Autonomy and Honor/Integrity showed a significant difference between the Final Year students and Faculty.Conclusions: Medical students and faculty have significantly different views of certain attributes of professionalism. Honor/Integrity was the most valued trait and Excellence/Autonomy was the lowest valued trait of medical professionalism.

Acceptability on the use of crossword puzzle as one of methods for assessment in Pharmacology

PRITHPAL SINGH MATREJA; JASPREET KAUR; LALENDRA YADAV

Volume 9, Issue 3 , July 2021, , Pages 154-159

https://doi.org/10.30476/jamp.2021.90517.1413

Abstract

Introduction: Didactic lectures lead to lack of attention and limited independent thinking with limited self-assessment, crossword puzzles having shown promising results and ... Read More Introduction: Didactic lectures lead to lack of attention and limited independent thinking with limited self-assessment, crossword puzzles having shown promising results and substantial usability. A thorough literature search showed that most of the studies done were on the introduction of crosswords as a tool of assessment in either medical or allied health sciences; hence, we planned this study to know the acceptability of crossword puzzles as a method of assessment.Methods: The subjects of this cross-sectional study to assess the acceptability of crossword puzzles were 5th semester students of the second professional MBBS (Bachelor of Medicine and Bachelor of Surgery). The study was conducted for three consecutive batches over a period of three months at the same time of the year from 2018 to 2020. The students had appeared for formative assessment and gave written informed consent. The crossword puzzles were given to the students, being followed by an anonymous feedback questionnaire and formative examination one week later. The feedback questionnaire was analyzed for coefficient of reliability by Cronbach’s Alpha, giving an internal consistency of 0.841.Results: A total of 425 students participated in the study. The crossword puzzles had an average percentage score of 62.7% across all the three years, which was significantly higher (p <0.05),as compared to the formative examination score of 45.2%. The same set of students appeared for both types of evaluation and the results were compared. The feedback given was that majorityof the students agreed that crosswords enhanced their knowledge of drugs, promoted active learning, and helped in remembering the topic.Conclusion: Crossword puzzles were an acceptable and effective tool for assessment as they gave better results and provided better understanding in comparison to the conventional formativeassessment as the feedback questionnaire showed. Most students agreed that the crosswords enhanced their knowledge of drugs, promoted active learning and helped in remembering the topic.

Comparison of student performance by assessment through Objective Structured Practical Examination versus the Conventional Method for second year MBBS students in Microbiology

MONIKA RAJANI; BABAJI GHEWADE

Volume 8, Issue 3 , July 2020, , Pages 121-126

https://doi.org/10.30476/jamp.2020.86029.1210

Abstract

Introduction: Objective Structured Practical Examination (OSPE) is a comprehensive tool for assessment. We wanted to improve our assessment methods and make it a more competencebasedevaluation. ... Read More Introduction: Objective Structured Practical Examination (OSPE) is a comprehensive tool for assessment. We wanted to improve our assessment methods and make it a more competencebasedevaluation. Thus this study was designed to compare the effectiveness of Objective Structured Practical Examination with that of Conventional Practical Examination.Methods: This interventional study was carried out in Department of Microbiology at CIMSH, Lucknow over six months from October 2019 till March 2020. One hundred second year MBBS students were enrolled. The students were divided into two groups of fifty for the conventional examination group (controls) and the OSPE group. On the first day, the cases appeared for OSPE while the controls for conventional examination. On the second day, the groups were crossed over. The students appearingfor OSPE were assessed by their scores at different stations. Feedback forms with a pre structured questionnaire were given to the students and the examiners after OSPE on both days to recordtheir perceptions. Finally, the students’ scores were tabulated and compared statistically. Microsoft Excel and SPSS were used for data analysis. The data was presented as percentages, mean andstandard deviation. Student t test was used and the significance was checked, using P value <0.05.Results: Overall in OSPE, the students scored higher and the result was statistically significant. The proportion of students in higher marks range was more for OSPE than that for the conventional method. The difference was statistically significant (p <0.001). Feedback taken from examiners as well as from the students in the form of a structured questionnaire to analyze their perceptions was very encouraging.Conclusions: OSPE is a comprehensive assessment modality for practical evaluation of MBBS students. OSPE proved to be an effective tool that improved the students’ scores in microbiology.

The hybrid model of clinical skills teaching and the learning theories behind it.

SATEESH BABU ARJA; SIREESHA BALA ARJA; SAMIR FATTEH

Volume 7, Issue 3 , July 2019, , Pages 111-117

https://doi.org/10.30476/jamp.2019.74838

Abstract

Introduction: There are two popular methods of clinical skills teaching. One is Peyton’s method, and the other one is Robert Gagne’s method. A hybrid model which ... Read More Introduction: There are two popular methods of clinical skills teaching. One is Peyton’s method, and the other one is Robert Gagne’s method. A hybrid model which is a combination of both teaching methods is developed and implemented at Avalon University School of Medicine in Clinical Skills. The aim of the study was to evaluate the hybrid model of clinical skills teaching.Methods: This is a quasi-experimental study where a control group with a sample size of 26 was compared with two study groups; one group included 24 participants, and as the other one consisting of 16 subjects selected without randomization. All students in the class were included in the study, except for those withdrew voluntarily. The quantitative data were gathered in the form of a questionnaire on the Likert scale which was collected as the end of course evaluations. The quantitative data for the responses on the Likert scale was analyzed for descriptive statistics: Mean, Median, and Mode. The quantitative data also included the students’ performance on assessments of clinical skills which was analyzed using ANOVA test. The qualitative data were gathered in the form of open-ended questions in the end of course evaluations. The qualitative data were also collected from the faculty members who were the examiners for the clinical skills course as the feedback taken from them. Results: There was a significant improvement in the feedback of students (end of course evaluations) after implementing the hybrid model of clinical skills teaching which was shown by increased Mean, Median, Mode for the most pointers on the Likert scale. Also, there was a notable improvement in the performance of students with a significant p-value (p<0.05) on ANOVA test.Conclusion: The hybrid model is very effective in teaching clinical skills. This teaching method can be evaluated by replicating this study at larger institutions with more number of students.

Clinical procedural skills assessment during internship in ophthalmology

SUMITA SETHI; DINESH K BADYAL

Volume 7, Issue 2 , April 2019, , Pages 56-61

https://doi.org/10.30476/jamp.2019.44709

Abstract

Introduction: Directly observed procedural skills (DOPS) is aunique method for assessment since it tests the trainee’s abilityto apply his knowledge and skills in performing a ... Read More Introduction: Directly observed procedural skills (DOPS) is aunique method for assessment since it tests the trainee’s abilityto apply his knowledge and skills in performing a particularprocedure and provides an assessment of the practical workperformed by the trainee on a ‘real’ patient under supervisionof an experienced faculty. The study aims to make use of DOPSrating for assessment and further improvement in proceduralskills in interns in Ophthalmology rotational posting. Methods: A prospective study was planned and 15 interns on 2weeks’ rotational posting in the department of Ophthalmologywere included by purposive sampling over a duration of 2months. Four clinical procedural skills were identified and in thesecond week of posting, the interns were assessed by three DOPSencounters at an interval of 2 days for each clinical skill. TheDOPS ratings were analyzed quantitatively using R-statisticalsoftware by repeated measure ANOVA and Banfuroni test. Results: A total of 180 DOPS were undertaken for 15 internsin 4 core areas of ophthalmic examination. The mean overallDOPS rating for DOPS-1 was 3.70±0.82, DOPS-2, 3.83±1.82and DOPS-3, 4.93±1.65; the difference in DOPS rating betweenthe first and second encounter was not statistically significant(p=0.497), between the second and the third and between the firstand the third were statistically significant (p=0.000 in both cases)using Banfuroni test. The overall difference was also statisticallysignificant (p=0.000) using repeated measure ANOVA. Both theassessor and intern satisfaction increased significantly from thefirst to the third DOPS, but not statistically significant between thefirst and the second and between the second and the third DOPS. Conclusions: We found significant improvement in interns’clinical skills through repeated DOPS and the method waswell accepted by both the students and the faculty. Internshipperiod can be well utilized for improving clinical skills andnovel performance assessment methods like DOPS might proveto be highly beneficial in ensuring adequacy of learning duringinternship and also to assess their readiness for acceptingprofessional responsibilities in future.

Volume 13 (2025)

Volume 12 (2024)

Volume 11 (2023)

Volume 10 (2022)

Volume 9 (2021)

Volume 8 (2020)

Volume 7 (2019)

Volume 6 (2018)

Volume 5 (2017)

Volume 4 (2016)

Volume 3 (2015)

Volume 2 (2014)

Volume 1 (2013)

Keywords = Assessment

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