Singh Deepti, Tripathi Piyush Kumar, Patwardhan Kishor
Department of Kriya Sharir, Faculty of Ayurveda, Banaras Hindu University, Varanasi, 221005, India.
Department of Kriya Sharir, Faculty of Ayurveda, Banaras Hindu University, Varanasi, 221005, India.
J Ayurveda Integr Med. 2016 Jul-Sep;7(3):167-172. doi: 10.1016/j.jaim.2016.06.005. Epub 2016 Sep 13.
The standards of Ayurveda education in India are being questioned in the recent years and many suggestions related to educational reforms are being put forth by educators and health policy experts. However, the Post Graduate Entrance Examinations (PGEEs) that are carried out to select the candidates to pursue postgraduate programs have received little attention in this context.
The objective of this study was to classify the Multiple Choice Questions (MCQs) from Ayurveda PGEEs conducted in different universities of India during the five year period (ranging from 2010 to 2014) into six levels of Bloom's Taxonomy in cognitive domain.
This is a retrospective observational study. The sampling method followed was purposive sampling. Totally, 3299 MCQs obtained out of 25 question papers from seven universities spread across four zones of India (North, South, West and East) were included in the study and were classified based on the Bloom's taxonomy.
About 93.3% of MCQs assessed only the 'recall' component whereas 6.2% of the MCQs assessed 'comprehension'. Percentage of MCQs that assessed 'application' level was a mere 0.3% whereas the percentage of MCQs that assessed the 'analysis' component was found to be only 0.2%. There was not even a single question to assess the 'synthesis' and 'evaluation' components.
We conclude that an appropriate proportion of MCQs assessing 'higher order thinking' are required to be included in Ayurveda PGEEs. While it is possible to frame MCQs to assess all six levels of Bloom's taxonomy in cognitive domain, the teachers are required to be trained well in the skills of MCQ writing. We propose that our study may be taken as a lead to introduce the required reforms in PGEEs. Clinical Trial Registration No.: Not applicable.
近年来，印度阿育吠陀医学教育标准受到质疑，教育工作者和卫生政策专家提出了许多与教育改革相关的建议。然而，在此背景下，用于选拔攻读研究生课程候选人的研究生入学考试（PGEEs）却很少受到关注。
本研究的目的是将印度不同大学在2010年至2014年五年期间举办的阿育吠陀PGEEs中的多项选择题（MCQs），按照认知领域布鲁姆分类法的六个层次进行分类。
这是一项回顾性观察研究。采用的抽样方法是目的抽样。本研究纳入了从印度四个区域（北部、南部、西部和东部）的七所大学的25份试卷中获取的总共3299道MCQs，并根据布鲁姆分类法进行分类。
约93.3%的MCQs仅考查“回忆”部分，而6.2%的MCQs考查“理解”。考查“应用”水平的MCQs比例仅为0.3%，而考查“分析”部分的MCQs比例仅为0.2%。甚至没有一道题考查“综合”和“评价”部分。
我们得出结论，阿育吠陀PGEEs需要纳入适当比例考查“高阶思维”的MCQs。虽然有可能设计出考查认知领域布鲁姆分类法所有六个层次的MCQs，但教师需要接受良好的MCQ编写技能培训。我们建议以本研究为先导，在PGEEs中引入所需的改革。临床试验注册号：不适用。
