Critical Review of "Family Health Advisory Services" Assessment in MBBS Training Program in Community Medicine.

CONTEXT

Family Health Advisory Services (FHAS) posting as well as its assessment is resource demanding but fails to enjoy priority. Study focuses on a holistic overview of the assessment process to understand need for change.

AIMS

The aim of this study is to identify perceived gaps in current assessment practices related to FHAS posting.

SETTINGS AND DESIGN

A cross-sectional mixed method study among all the V semester students currently undergoing assessment for the posting, past students (selected VII semester students and interns), preceptors (supervising residents - postgraduate students in department and senior resident, health assistants, medical social service officer), and involved faculty.

SUBJECT AND METHODS

Self-administered questionnaire, in-depth interview, focus group discussions (two) as well as observations using checklist were used for data collection and triangulation.

STATISTICAL ANALYSIS USED

Quantitative data used in this study were statistical measures of central tendency and dispersion. Qualitative data transcript repeatedly read to identify underlying common themes, compared to draw inference.

RESULTS

There was a lack of guidelines and communication regarding assessment. Formative assessment was not performed and replaced by one time end assessment. All components of learning were not assessed. End-posting assessment was not standardized and unrelated to learning objectives. Award of scores was skewed toward right for intervention and toward left for analysis and community diagnosis.

CONCLUSIONS

There is a need to focus on proper implementation of programme to strengthen formative assessment. Assessment should be relevant to learning objectives of posting. Faculty has to lead by example.