Assignment AFL 2022 Dr Rifat Abdullah

Implementation of Assessment;
Asessment plays a.major role in the process of medical education in the Iives of medical
students And in Socıety by certifying competent pnysicans Who can take care of the Public.
BDS. Final year
Module of Prosthadontics
Course duration — 36 weeks
Clinica Rotation — 10 WeekdS Per rotation.

Assessment method and policies;

 Weightage of internal assessment shall be 10% each for theory and practical in BDS
Professional examination .
 Internal Assessment shall comprise monthly Test PBL/assignments clinical tests /clinical)
vivas record of the internal assessment shall be kept in insitute.

Annual Examination ;
 Weightage o Annual ExamiExaminan shalll be 90% Each for theory and practical in BDS
professional examinations.
 The examinations Comprise a theory paper and Practical /clinical examinations.
 Theory paper shall be of 3 hour duration It shall be of two parts MCQ’s (30%) and
SAQ/SEQ (70%).

Practical/ Clinical examinations ;

 External aud internal Examiners Canduct the exam
 Candidates may be divided into groups in clinical and practical examination and be
standardized by Incoporaion of OSCE / OSPE stations.

Pass Marks;
 Pass mark for al students shall be 50% In theory and practical seperately
 Pass marks for Islamic pak-studie shall be 33%
 No grace marks shall be alowed to any Studen in any examination.

Grode Boundries
 A- 90-100%
B- 80-89%
C- 70-79%
D- 60-69%

No of Retakes;
 Supplemantry examl shall be conducted for the fail students of annual professional
examination.
 Retakes for internal assessment shall be 2 for tests and clinical.

Strategies for formative assessment ( Medium and low stake exam).

Assesment Learning strategy Assesment
method Clinical
Written knowledge (Skill + Attitude)

 MCQ’s  OSCE
 Interactive lectures
 SEQ’s  OSPE

Formative  Practicals  Quizzes  Clinical viva

weekely
 Small group  Clinical tests
discussion  1 minute
reflection  Mini Clinical evaluation
writting
(Mini-CEX)
assignments
 Direct observatin
 Information management
 Home task skills
assignments
 Communication skills.

Feedback plan for formative Assessment;

“Valerie shut” defines fromative feedback as Information communicated to the learner that is
intended to modify his or her thinking or behaviiour for the purpose of improving learning”
 Written notes from the instructor
 Written feedback on the assignments
 Formative feedback helps students to improve and prevent them from making the same
mistakes again
  Students peer feedback
 Students self feedback skill of self assessment and goal setting leads them to became
more independent.
 Encouragement of learner to ask questions about their feedback.

Strategies for summative Assesment

(high stake exam)

Assesment Assesment
method Clinical
Written knowledge (Skill + Attitude)

 MCQ’s  Long cases

 Extended  Practical examination

matching items
Summative EMI  OSCE
 Modify essay  OSPE
Questions
 Long viva
 MEQ’S
 Portfolios
 Short answer
questions

 Dissertation

Blue print for assessment

Topics with outcomes Time Topic Assessment

Allocation weightage Clinical Viva OSPE No of No of
MCQ’s SEQ’s

Complete Dentures
Section 1
Introduction, anatomy, residual 4 1
ridge, resorbtion and sequlea of 4 weeks 10% X X X
wearing complete dentures.
Patient preparation, Treatment
and biiomechanics of edentaleous
state.

Section 2
Physiology of mouth and saliva, 4 1
impression jaw relation, 4 weeks 10% X X
occlusion, section of arrangement
of artificial teeth.
Section 3 X
Immediate over and copy 4 weeks 10% 4 1
dentures speech considerations
finising and post comlaints and
management.

Removable partial
Dentures
X 4 1
3 weeks 9%
Section 1
Intrduction, classification and
machanics of RPD.
Section 2 3 weeks 9% X 4 1
Components and principes of
RPD designiney.

Section 3
Mouth prepartioin for RPD, 3 weeks 9% X X 4 1
Impression materials, Distal
extensions to RPD’s

Fixed Prosthodontics.
 Introduction,
classification, principles 4 weeks 8% X 2 1
of occlusion and
periodentials
considerations

 Principle of tooth
preparation for different X X 4 1
types of crown impression 3 weeks 8%
methods and tissue
managemnet.
 Pontic design, lab X
procedures cutting agents 3 weeks 8% 2 1
design retained FDP.

Implant Prosthodontics
Introduction, ossiointegration, X 2 1
abbutement selection and implant 2 weeks 8%
proshesis.

Defect Prosthodontics
Intoduction, obstruction and
maxilofacials prosthesis. 1 weeks 6% X 2 0

TOC for Pre-Annual/ Annual professional examination

Theory

Max Marks = 90 Total Time allowed =3hr

30 MCQ’s = 30 marks Time allowed 40 minute

No of MCQ’s No of SEQ’s
S.No Topic (30) (09)
( 1 Mark each)
1 Removable Partial Dentures 15 (15 marks) 05
2 Complete Dentures 10 (10 marks) 03
3 Fixed Partial Dentures 05 (5 marks) 01
4 Dental Implants and defect Prosthesis
Total 30 (30 marks) 09 (60 marks)
Grand Total 90 Marks
 TOC For Practical

Viva (90 Marks) Practical / Clinical

90 Marks Total
Examinor Examinor History Prosthetic Chair side
1 2 Taking Procedure viva OSCE
180
Marks
45 Marks 45 Marks 10 marks 60 10 10

Internal Assessment Calculation

A B C D E F
Roll No Name Practical End of Pre- Annual Total Marks 0f
Rotation Pactical Internal Assessment
Out of 20

100 50 180 20
Marks Marks Marks

Quality Assurance masures for Assessment ( Pre/ per/ post-exam Analysis).

Pre – examination measures;

 Educationist play on important role.
 Trainity of Examiner’s
 Quality check your type of items & numbers.
 Training of items writers.
Per – examination measures;
 Examination department plays on important role making examination environment
comfortable for students & prevent cheating.

Post – examination measures;

 Statician plays an important role
 Post hock analysis
 Feedback to examiners

Recomendations For Designing Of Effective Assesment Plan;

1. Introduction of competancy – based assessment system to monitor students

competency development.
2. In service teachers training to improve teachers assesment skills.
3. Adopting curriculm to be more flexible, modular and responsive to students
interest.
4. Refoming the teaching profession by making intitail teacher education more
practical and prioritsing contineous professional development .
5. Asssesment results are used in different context to record information provide
feedback to students and make defision about their further educational trajectory.
6. Understand the learner context establsih and respond to the learners existing
levels of knowledge and provid adequate and appropriate practice overtime.
7. Restructuring the examination to prioritise the assesment of higher order skills
like reasoning, critical thnking and interpretation.
8. Descriptive feedback is essential in creating learing strategeies.
9. Increase learners motivation.
10. Provides clear learning targets for students.

Assessment Tools for knowledge, Skill and Attitude with Justification.

Assesment is an intriastic component of outcome based education. Learing outcomes determine
curriculum content, teaching method and assessment.

Knowledge (Written Assesment)

  Essay
 Short Answer Questions
 Completion questioons
 Multiple choice questions (MCQ’s)
 Extended Matching items (EMI’s)
 Modified essay questions (MEQ’s)
 Pateint management problem
 Dissertation

Discription;
The most commonly used term for assesment in medical education despite the increasd emphasis
on performance testiny, multipe choice questions fromat continous to play a part in low and high
stake assessment.

Justification;
 MEQ’s, EMQ’s and M&Q’s, have advantage of broad sampling blue printing contrl and
consistancy.
 MCQ’s when constructed using tesr- blue print can sample a large domain of knowledge
in an effective and efficient manner.
 Written examination in particular the MCQ’s have traditionally enjoyed high reliability.
 The use of written assesment has significant impact on how student study and what they
learn . written examination are the hurtof hidden curriculum.
 A good short essay questions triggers the students to process information and knowledge
appropriate reasoning and apply a known principle in a particular context.
 Short essay questions have average reliability and practically, but it can be improved by
standardizing questions consistency in making simple key and adequate testing time to
address context specificity.

Skill and Attitude ( Clinical and practical Assesment )

 Long case
 Practical examination
 Objective structured clinical examination (OSPE)
 Objective structured long examination record (OSLER)
 Portfolios
 Peerassesment
  Seef report

Description;
The multiple station examination or the objetive structured clinical exam is an assesment
approach used to measure clinical competence.
Students are ssesed a nnumber of stations on discrete focused activities that simulate aspect of
clinical competence
It is an essence of clinical or practical examination in which aspect of clinical competence are
sampled to determine students clinical skills and abilities related to their competence to practise
medicine.

Justification;
 OSCE seeks perfomances and is concerned with the students can do rather what students
know.
 OSCE offers many advantages as a practical and valid tool to assess clinical competence.
 Greater the no of stations in OSCE the greateer the reliability and content validity.
 Real pateints, stndardized or simulated patient, patient simulators or models may be most
appropriate approach depending on particular skill being assessed and context in which it
is being assessed.
 Students participation in OSCE have positive impact on learning.
 OSPE has a potential for assending the skills ( shows how and does of miller pyramid )
by adequate sampling and standardization of case/ station.
 The structured assesment through OSPE provide wide sampling of case/ stations, each
with a independent examiner improves reliabilty.
 Assesment of communication skills and attitudinal behaviour can also be evaluated.
 Case based learning is a fair engaging flexible and functional tool. The command on
topic, effort in gaining knowledge , approptiate approach towards releatd investigation,
ctitical thinking leading to well developed diagnosis, participation in discussion can be
well assesed.
 Portfolios provude a record of the student performane over a period of time and are not
just a shot at a specific point of time.
 Reliabilty of portfolios is enhanced by the triangulations of evidence from no of sources.
 Portfolio have positive impact on the learning

Type of scoring used;

Formative Assesment;
 Provide fedback to learner
 Focus on improvent and whear weakness lies
 For his purpose CRITERION REFERENCING is appropriate ( Percentage/ grade)
 Effective fromulative assesment is low stake, unformat, opportunistic in nature
and stimulate learing

Summative Assesment;
 Provide scoring information that can be read and easily understand by a range of stakes
holders so it is expressed in NORM-REFERENCE term ( Percentile score).Marks are
given . Effective summative assesment is typically medium or high stakes and is
primarily to respond to the need for accountability.

References;
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Scoping Review and Practical Guidance, Academic Medicine: June 2019- Volume 94-
Issue 6-p 902- 912

2. Van Der Vleuten, C. P. (1996). The assessment of professional competence:

developments, Research and practical implications. Advances in Health Sciences
Education, 1(1), 41-67.

3. Epstein RM. Assessment in medical education. Author’s reply. New Eng J Med 2007;
356:2108-10.

4. No Kohlert S, Brulotte M, Bell R, Roy J, Jalali AR. A quality assurance template for
Revision of case based learning module. Education in medicine journal. 2018;10(3):47-
56.

5. Mortaz Hejri S, Jalili M, Masoomi R, Shirazi M, Nedjat S, Norcini J. The utility of mini-
Clinical Evaluation Exercise in undergraduate and postgraduate medical education: A
BEME Review: BEME Guide No. 59. Med Teach. 2020 Feb;42(2):125-142. Doi:
10.1080/0142159X.2019.1652732. Epub 2019 Sep 15.P 4MID: 31524016.

6. Al-Wardy N. M. (2010). Assessment methods in undergraduate medical education.

Sultan Qaboos University medical journal, 10(2), 203-209.

7. Siddiqui ZS. Framework for an effective assessment: From rocky roads to silk route. Pak
J Med Sci. 2017:33(2):505-509. Doi: https://doi.org/10.12669/pjms.332.1233
8. Peggy L Maki,Developing an assessment plan to learn about student learning,The Journal
of Academic Librarianship, Volume 28, Issues 1-2,2002,Pages 8-13