Perception of Ayurveda Postgraduates to the Introduction of Formative Assessment
Background: Assessment is a key feature of teaching and the curriculum. It has a massive impact on the quality of learning. It is observed that at the postgraduate level, 80% of trainees are not observed, and the remaining were observed not more than once in their three years programme. Current asse...
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Medknow Publications
2024-12-01
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| Series: | Journal of Pharmacy and Bioallied Sciences |
| Subjects: | |
| Online Access: | https://journals.lww.com/10.4103/jpbs.jpbs_871_24 |
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| _version_ | 1841543477517615104 |
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| author | Vaishali Kuchewar Shweta Parwe |
| author_facet | Vaishali Kuchewar Shweta Parwe |
| author_sort | Vaishali Kuchewar |
| collection | DOAJ |
| description | Background:
Assessment is a key feature of teaching and the curriculum. It has a massive impact on the quality of learning. It is observed that at the postgraduate level, 80% of trainees are not observed, and the remaining were observed not more than once in their three years programme. Current assessment of postgraduate students is at the end of three years. It predominantly assesses the cognitive part and no scope to improve their clinical skills. In view of it, this study was planned to conduct formative assessment for postgraduate students with the help of Mini-CEX and DOPS and to seek their perception.
Methods:
The postgraduate students of Department of Kayachikitsa and Panchakarma were invited voluntarily. Total 24 students (including first, second, and third year) were sensitized about the procedure of Mini-CEX and DOPS. The “encounters” were planned and schedule was displayed with names of student and teacher. The type of case was decided together by teacher and student. Each student was exposed to two Mini-CEX and two DOPS). Specific systemic examination and procedures were selected for Mini-CEX and DOPS, respectively. The time allocated for Mini-CEX and DOPS was as per the type of procedure but usually 15 minutes was allotted to each encounter for observation.
Result:
Overall students’ feedback about formative assessment was positive helping them to identify the gaps in their knowledge, and motivating them to learn.
Conclusion:
Mini-CEX and DOPS were well accepted by students as well as faculties as a formative assessment tool. |
| format | Article |
| id | doaj-art-9ad822177dec40d8915443f0a1bb0283 |
| institution | Kabale University |
| issn | 0976-4879 0975-7406 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Journal of Pharmacy and Bioallied Sciences |
| spelling | doaj-art-9ad822177dec40d8915443f0a1bb02832025-01-13T10:32:25ZengWolters Kluwer Medknow PublicationsJournal of Pharmacy and Bioallied Sciences0976-48790975-74062024-12-0116Suppl 4S3812S381410.4103/jpbs.jpbs_871_24Perception of Ayurveda Postgraduates to the Introduction of Formative AssessmentVaishali KuchewarShweta ParweBackground: Assessment is a key feature of teaching and the curriculum. It has a massive impact on the quality of learning. It is observed that at the postgraduate level, 80% of trainees are not observed, and the remaining were observed not more than once in their three years programme. Current assessment of postgraduate students is at the end of three years. It predominantly assesses the cognitive part and no scope to improve their clinical skills. In view of it, this study was planned to conduct formative assessment for postgraduate students with the help of Mini-CEX and DOPS and to seek their perception. Methods: The postgraduate students of Department of Kayachikitsa and Panchakarma were invited voluntarily. Total 24 students (including first, second, and third year) were sensitized about the procedure of Mini-CEX and DOPS. The “encounters” were planned and schedule was displayed with names of student and teacher. The type of case was decided together by teacher and student. Each student was exposed to two Mini-CEX and two DOPS). Specific systemic examination and procedures were selected for Mini-CEX and DOPS, respectively. The time allocated for Mini-CEX and DOPS was as per the type of procedure but usually 15 minutes was allotted to each encounter for observation. Result: Overall students’ feedback about formative assessment was positive helping them to identify the gaps in their knowledge, and motivating them to learn. Conclusion: Mini-CEX and DOPS were well accepted by students as well as faculties as a formative assessment tool.https://journals.lww.com/10.4103/jpbs.jpbs_871_24dopsformative assessmentmini-cexpostgraduates |
| spellingShingle | Vaishali Kuchewar Shweta Parwe Perception of Ayurveda Postgraduates to the Introduction of Formative Assessment Journal of Pharmacy and Bioallied Sciences dops formative assessment mini-cex postgraduates |
| title | Perception of Ayurveda Postgraduates to the Introduction of Formative Assessment |
| title_full | Perception of Ayurveda Postgraduates to the Introduction of Formative Assessment |
| title_fullStr | Perception of Ayurveda Postgraduates to the Introduction of Formative Assessment |
| title_full_unstemmed | Perception of Ayurveda Postgraduates to the Introduction of Formative Assessment |
| title_short | Perception of Ayurveda Postgraduates to the Introduction of Formative Assessment |
| title_sort | perception of ayurveda postgraduates to the introduction of formative assessment |
| topic | dops formative assessment mini-cex postgraduates |
| url | https://journals.lww.com/10.4103/jpbs.jpbs_871_24 |
| work_keys_str_mv | AT vaishalikuchewar perceptionofayurvedapostgraduatestotheintroductionofformativeassessment AT shwetaparwe perceptionofayurvedapostgraduatestotheintroductionofformativeassessment |