ISSN 2329-9843
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 10 (2), pp. 001-006, February, 2022. © International Scholars Journals
Full Length Research Paper
The differential impact of various assessment parameters on the medical students’ performance in the professional anatomy examination
L. A. J Shittu¹, M. P. Zachariah², O. A. Adesanya³, M. C. Izegbu4, and O. A. Ashiru¹
¹Department Of Anatomy, ²Department Of Psychiatry, and 4Department Of Morbid Anatomy, Lagos State University, College Of Medicine (LASUCOM), PMB 21266 Ikeja, Lagos, Nigeria. ³Department Of Anatomy, Igbinedion University, Okada, Edo State, Nigeria.
Accepted 29 January, 2022
Abstract
This study was designed to assess the convergent validity of the professional anatomy (a multifaceted examination) with other markers of success (the various interactive assessment components of the curriculum) in determining the overall performance of third-year medical students. The aim was to isolate area of academic weakness among the students and to readjust the curriculum content to balance the weakness. A total of 66 third year medical students with records of their grades in the various assessments criteria were analyzed. Parameters on the average End-in course assessment, Short Essays Question (SEQ), Multiple-Choice Questions (MCQ), and Practical (Steeple-chase) were considered. The Practical significantly correlated with overall performance (r = 0.89, P< 0.01). The Practical, MCQ, SEQ and End incourse showed an overall rank order of relative performance in assessment tasks and therefore indicate that, in general, students performance in the Professional examination was better than in the End-incourse examination.
Key words: Assessment, curriculum, Professional examination.