Correlation of Uji Tahap Bersama (National Joint Exam) Results with Multiple Choice Questions (MCQ) Exam Scores in Medical Students

https://doi.org/10.22146/jpki.93452

Gabriel Septian Hendra(1*)

(1) Universitas Andalas
(*) Corresponding Author

Abstract


Background: Uji Tahap Bersama is a form of formative assessment initiated by the Association of Indonesian Medical Education Institutions (AIPKI) and the Ministry of Education and Culture (Kemendikbud) to maintain the quality of medical student learning in Indonesia. The Faculty of Medicine Universitas Andalas uses the Problem-Based Learning (PBL) method in organizing an educational system with summative assessment in the form of a computer-based Multiple-Choice Questions (MCQ) exam. Formative and summative assessment is a form of assessment that assesses the extent to which students understand the learning material that has been given. This study aims to determine the correlation between summative and formative assessment results in medical students' classes in 2017 and 2018, Faculty of Medicine, Universitas Andalas.

Methods: This analytic, cross-sectional research involved 174 medical students from the Faculty of Medicine, Universitas Andalas, representing the 2017 and 2018 classes. The participants completed all pre-clinical phase blocks (except elective blocks) and took Uji Tahap Bersama I and II during their respective periods. Purposive sampling, meeting inclusion and exclusion criteria, determined the sample. The secondary data, which included the results of Uji Tahap Bersama I and II as well as MCQ scores before remedial, were analyzed through regression using the Pearson correlation test. To determine the extent to which MCQ affects the UTB outcomes, the coefficient of determination (r2) is used, which is obtained from the square of the correlation coefficient (r). The findings were interpreted based on Colton's correlation interpretation guidelines. 

Results: The findings revealed significant correlations in all four analyses conducted. UTB I results correlated significantly with average MCQ scores for the 1st to 4th semesters, while UTB II results correlated substantially with average MCQ block scores for the 1st to 7th semesters across batches. These correlations ranged from moderate to very strong.

Conclusion: This study establishes a noteworthy correlation between UTB results and the average MCQ scores among medical students at the Faculty of Medicine, Universitas Andalas. The findings underscore the relevance of UTB as a formative assessment tool in maintaining and gauging the quality of medical education in Indonesia.


Keywords


Uji Tahap Bersama, Progress Test, Multiple Choice Questions, Formative Examination, Medical Education

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References

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1. DPR RI. UU RI No. 20 Tahun 2013 tentang Pendidikan Kedokteran. 2013;(Pendidikan Kedokteran).

2. Rasmin M, Soebono H. STANDAR PENDIDIKAN PROFESI DOKTER INDONESIA KONSIL KEDOKTERAN INDONESIA Indonesian Medical Council Jakarta 2012 KONSIL KEDOKTERAN INDONESIA. 2012.

3. Simaremare APR. Analysis of Progress Test Results in Medical Faculty Students. J Pendidik Kedokt Indones Indones J Med Educ. 2021;10(1):63.

4. Mirfat M, Yuhernita Y. Pemanfaatan Progress Test sebagai Tolak Ukur Keberhasilan Belajar Mengajar. J Pendidik Kedokt Indones Indones J Med Educ. 2014;3(3):170.

5. Albanese M, Case SM. Progress testing: Critical analysis and suggested practices. Vol. 21, Advances in Health Sciences Education. 2016.

6. Cecilio-Fernandes D, Kerdijk W, Bremers AJ, Aalders W, Tio RA. Comparison of level of cognitive process between case-based items and non-case-based items of the interuniversity progress test of medicine in the Netherlands. J Educ Eval Health Prof. 2018;15.

7. FK Universitas Brawijaya. Uji Tahap Bersama Kedokteran [Internet]. 2021. Available from: http://pd.fk.ub.ac.id/uji-tahap-bersama-utb-kedokteran/

8. van der Vleuten C, Freeman A, Collares CF. Progress test utopia. Perspect Med Educ. 2018;7(2):136–8.

9. Findyartini A, Syah NA, Susilo AP, Nurokhmanti H, Qomariyah N, Greviana N, et al. Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting. Med Educ Online. 2023;28(1).

10. Juniati E, Subali B. Teacher’s opinion about learning continuum of genetics based on student’s level of competence. AIP Conf Proc. 2017;1868.

11. Royal KD, Hedgpeth MW, Jeon T, Colford CM. Automated Item Generation: The Future of Medical Education Assessment. EMJ Innov. 2018;

12. Gulia R, Saha TK. Item Analysis of Multiple Choice Questions used as a tool for Summative Assessment in a Medical College in Haryana Analyse des éléments des questions à choix multiples utilisées comme évaluation sommative dans un institut médical à Haryana. 2022;9(1):24–7.

13. Sugiyono D. Metode penelitian kuantitatif kualitatif dan R&D. Penerbit Alfabeta. 2010.

14. Lyndon MP, Henning MA, Alyami H, Krishna S, Zeng I, Yu TC, et al. Burnout, quality of life, motivation, and academic achievement among medical students: A person-oriented approach. Perspect Med Educ. 2017;6(2).

15. Henning MA, Krägeloh CU, Hawken SJ, Doherty I, Zhao Y, Shulruf B. Motivation to Learn, Quality of Life and Estimated Academic Achievement: Medical Students Studying in New Zealand. Med Sci Educ. 2011;21(2).

16. CPM V der V, S H, LWT S. Programmatic Assesment. In: A practical guide for medical teachers. 5th ed. London ; New York: Churchill Livingstone/Elsevier; 2017. p. 296–303.

17. Majeed GM, Islam J, Nandakumar G, Phoong K. Progress Testing in UK Medical Education: Evaluating Its Impact and Potential. Cureus. 2024;

18. Menaldi, SL, Werdhani, RA, Mardiastuti, HW. Hubungan Antara Hasil Uji Psikometrik Mahasiswa dan Skor Progress Test di Fakultas Kedokteran Universitas Indonesia. J PERPIPKI. 2012;(No.3: 15-9).

19. Chen Y, Henning M, Yielder J, Jones R, Wearn A, Weller J. Progress testing in the medical curriculum: Students’ approaches to learning and perceived stress. BMC Med Educ. 2015;15(1).

20. Chieng M, Krishna S, Gauznabi S, Shand G, Ryckman N, Wearn A. Exploration of medical students ’ approach to progress test preparation. 2024;25(3):44–58.

21. Meilania Saraswati, Marcellus Simadibrata, Rita Mustika. Pemanfaatan Diskusi Berdasarkan Kasus Sebagai Ujian Formatif Dalam Program Pendidikan Dokter Spesialis Patologi Anatomik Fakultas Kedokteran Universitas Indonesia. J Indones Med Assoc. 2020;70(4).

22. Ricketts C, Brice J, Coombes L. Are multiple choice tests fair to medical students with specific learning disabilities? Adv Heal Sci Educ. 2010;15(2).

23. Parekh P, Bahadoor V. The Utility of Multiple-Choice Assessment in Current Medical Education: A Critical Review. Cureus. 2024;16(5).

24. Patil S, Gosavi M, Bannur H, Ratnakar A. Blueprinting in assessment: A tool to increase the validity of undergraduate written examinations in pathology. Int J Appl Basic Med Res. 2015;5(4).

25. Eweda G, Bukhary ZA, Hamed O. Quality assurance of test blueprinting. J Prof Nurs. 2020;36(3).

26. Roediger HL, Karpicke JD. Test-enhanced learning: Taking memory tests improves long-term retention. Psychol Sci. 2006;17(3).

27. Vu N V., Galofre A. How medical students learn. J Med Educ. 1983;58(8).

28. Meher A, Mohapatra D, Devi E, Behera M, Mishra T. Effectiveness of implementation of formative assessments as a part of competency-based medical education on summative assessment: A pilot study. Natl J Physiol Pharm Pharmacol. 2023;13(10).

29. Patil AA, Chaudhari VL. Students’ perception of the educational environment in medical college: A study based on DREEM questionnaire. Korean J Med Educ. 2016;28(3).

30. Malaiswatiningsih M. Penerapan pendekatan teori belajar Bruner untuk meningkatkan prestasi belajar penjumlahan dan pengurangan bilangan cacah pada tema benda, hewan dan tanaman di sekitarku bagi siswa sekolah dasar. J Pendidik Dasar. 2020;8(1).

31. Murugesan M, David PL, Chitra CB. Correlation between Formative and Summative Assessment Results by Post Validation in Medical Undergraduates. IOSR J Dent Med Sci e-ISSN [Internet]. 2021;20(9):51–7. Available from: www.iosrjournals.org

32. Meliani Syukri NR, Pratiwi YS, Ariyanto EF, Bashari MH, Achadiyani A, Ghozali M, et al. Correlation Between Weekly Formative and Summative Assessment of Medical Students in Multidisciplinary Examination and Oral Examination Reproductive System Block. J Pendidik Kedokt Indones Indones J Med Educ. 2021;10(3):298.

33. Khadafianto F. The Correlation of Regional Stage Exam (UTB) and Progress Test (PT) to Grade Point Average (GPA) of Medical Students at Faculty of Medicine, Universitas Islam Indonesia. Proc Int Conf Med Educ (ICME 2021). 2021;567(Icme):152–5.

34. Larsen DP, Butler AC, Roediger HL. Test-enhanced learning in medical education. Vol. 42, Medical Education. 2008.

35. Salamy AYMS, Claramita M, Suhoyo Y. The Noteworthiness of Constructive Feedback and Student-Reflection to Approach Competence-Based Curriculum: An Explanatory Study of Medical Schools in Indonesia. J Pendidik Kedokt Indones Indones J Med Educ. 2024;13(2):135.

36. Akbar RR, Garcia R, Khomeini K. UTILIZING THE RESULTS OF UJIAN TAHAP BERSAMA AS SELF-REFLECTION FOR MEDICAL STUDENTS. J Pendidik Kedokt Indones Indones J Med Educ. 2023;12(3).

37. Reberti AG, Monfredini NH, Ferreira Filho OF, Andrade DF de, Pinheiro CEA, Silva JC. Progress Test in Medical School: a Systematic Review of the Literature. Rev Bras Educ Med. 2020;44(1):1–9.



DOI: https://doi.org/10.22146/jpki.93452

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