ANALYZING THE CORRELATION OF ORAL EXAMINATION WITH SOCA AND WRITTEN EXAMINATION USING MCQ ON MEDICAL STUDENTS

https://doi.org/10.22146/jpki.43063

Ami Febriza(1*), Anni Fitria(2)

(1) Faculty of Medicine and Health Sciences, Department of Physiology, Universitas Muhammadiyah Makassar, Indonesia
(2) Faculty of Medicine and Health Sciences, Department of Physiology, Universitas Muhammadiyah Makassar, Indonesia
(*) Corresponding Author

Abstract


Background: An oral examination is a method to assess where student responds to one or more examiners’ questions. This method has been used in clinical examination for a long time. Students’ Oral Case Analysis (SOCA) is one of the oral examinations usually used in academic assessments for medical students. It has proven its ability to improve students' critical thinking, motivation, and capability in analyzing a clinical case. On the other hand, written examination using Multiple-Choice Questions (MCQ) has proven to be able to give a brief description of cognitive abilities.

Aim: This study aims to analyze the correlation between the results from oral examination using SOCA and MCQ test results of undergraduate medical students.

Case discussion: It was a cross-sectional study with 143 students as respondents. SOCA assessment scores were collected to evaluate students' analytical skills after the tutorial. MCQ examination scores were calculated from the final test, consisting of 100 questions related to the Cardiovascular course. Our results stated that the average score from SOCA score was higher than the MCQ test. A significant linear association was found between SOCA and MCQ test with p < 0.005.

Conclusion: The significant association between the findings of the SOCA and MCQ indicates that SOCA could predict the MCQ test results.


Keywords


SOCA, MCQ test, assessment, undergraduate students

Full Text:

PDF


References

  1. Joughin G. A short guide to oral assessment. Leeds Met Press in association with University of Wollongong. 2010; ISBN 978-1-907240-09-8

  2. Jayawickramarajah PT. Oral examinations in medical education. Med Educ. 1985; 19(4):290–3.
  3. Roberts C, Sarangi S, Southgate L, Wakeford R, Wass V. Oral examinations-equal opportunities, ethnicity, and fairness in the MRCGP. BMJ. 2000;320(7231):370–5.
  4. Wilkinson TJ, Challis M, Hobma SO, Newble DI, Parboosingh JT, Sibbald RG, et al. The use of portfolios for assessment of the competence and performance of doctors in practice. Med Educ. 2002;36(10):918–24.
  5. Indonesia AIPKI. Standar Kompetensi Dokter Indonesia Daftar Masalah. In Jakarta, Indonesia; 2012.
  6. Vankudre AJ, Almale BD, Patil MS, Patil AM. Structured Oral Examination as an Assessment Tool for Third Year Indian MBBS Undergraduates in Community Medicine. MVP Journal of Medical Sciences. 2016;3:33–6.
  7. Hahn H, Kropp P, Kirschstein T, Rücker G, Müller-Hilke B. Test anxiety in medical school is unrelated to academic performance but correlates with an effort/reward imbalance. PLoS One. 2017; 9;12(2):1-13.
  8. Laurin-Barantke L, Hoyer J, Fehm L, Knappe S. Oral but not written test anxiety is related to social anxiety. World J Psychiatry. 2016;6(3):351.
  9. Tsegay L, Shumet S, Damene W, Gebreegziabhier G, Ayano G. Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia. BMC Med Educ. 2019;19(1):1–10.
  10. Huxham M, Campbell F, Westwood J. Oral versus written assessments: A test of student performance and attitudes. Assessment & Evaluation in Higher Education. 2012. 37(1); 125–136.
  11. Rushton P, Eggett D. Comparison of written and oral examinations in a baccalaureate medical-surgical nursing course. J Prof Nurs. 2003;19(3):142–8.
  12. Kelly SP, Weiner SG, Anderson PD, Irish J, Ciottone G, Pini R, et al. Learner perception of oral and written examinations in an international medical training program. Int J Emerg Med. 2010;5;3(1):21–6.
  13. Elsalem L, Al-Azzam N, Jum’ah AA, Obeidat N. Remote E-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences. Ann Med Surg. 2021;62:326–33.
  14. Alneklawi MF. Evaluation of undergraduate ophthalmology medical students’ methods of assessment during COVID-19 pandemic. Al-Azhar Int Med J. 2022;3(1):63–70.
  15. Murphy D, Gill N, Coombs A, Rooney R, Fukuta J, Reynolds T, et al. Acting like a doctor : oral case presentation curriculum for medical students. MedEdPublish. 2018;(44).
  16. Johnson N, Khachadoorian-Elia H, Royce C, York-Best C, Atkins K, Chen XP, et al. Faculty perspectives on the use of standardized versus non-standardized oral examinations to assess medical students. Int J Med Educ. 2018 Sep;9:255–61.
  17. Wang L, Khalaf AT, Lei D, Gale M, Li J, Jiang P, et al. Structured oral examination as an effective assessment tool in lab-based physiology learning sessions. Adv Physiol Educ. 2020 Sep 1;44(3):453–8.
  18. Khilnani A, Charan J, Thaddanee R, Pathak R, Makwana S, Khilnani G. Structured oral examination in pharmacology for undergraduate medical students: Factors influencing its implementation. Indian J Pharmacol. 2015;47(5):546.
  19. Joughin G.Dimensions of Oral Assessment Dimensions of Oral Assessment. Assessment & Evaluation in Higher Education. 1998;23(4);367-378.
  20. Ramsden P. The Context of Learning in Academic Departments. The Experience of Learning. 1997;2;198-216.
  21. Meyer G. An experimental study of the old and new types of examination: II. Methods of study. J Educ Psychol. 1935;26(1):30–40.
  22. Pernar LIM, Askari R, Breen EM. Oral examinations in undergraduate medical education - What is the “value added” to evaluation? Am J Surg. 2020;220(2):328–33.



DOI: https://doi.org/10.22146/jpki.43063

Article Metrics

Abstract views : 647 | views : 783

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Ami Febriza, Anni Fitria

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by: