Objective: Development of integrated questions for undergraduate medical students and assessing students’ capability to retain and apply basic concepts in an integrated way.
Method: Multiple choice questions, attempting to probe understanding and application of different concepts, affiliated with different subjects and topics, were developed. As a pilot these were administered to the students of third year and final year at the end of their certifying examinations as a mock test. The following year these questions were introduced in the continuous assessments and subsequently the certifying examinations (in third year) as 33% of the whole examination. Difficult indices, item analysis and internal consistency (alpha) were calculated for all the questions.
Results: The difficulty indices of integrated questions indicated that students found the integrated questions difficult.
Conclusion: There was a significant change of distribution in terms of scoring for the integrated questions. Students’ power to integrate showed reliable improvement when tested in the certifying examinations (JPMA 51:384,2001).
Journal of Pakistan Medical Association
(2001). Development and testing of an assessment tool for integrated learning. Journal of Pakistan Medical Association, 51(11), 384-388.
Available at: http://ecommons.aku.edu/pakistan_fhs_mc_med_med/487