Kumar G N Pramod, Urs A N Roopa, Undi Malatesh, Bakkannavar Shankar M
Department of Forensic Medicine and Toxicology, Karwar Institute of Medical Sciences, Karwar, Karnataka, India.
Department of Pathology, Chamarajanagar Institute of Medical Sciences, India.
J Educ Health Promot. 2022 Jun 11;11:160. doi: 10.4103/jehp.jehp_446_21. eCollection 2022.
Conducting online classes and assessment during the COVID-19 pandemic is not without challenges. The world of medical education is adapting online training and assessment because of COVID-19 pandemic restrictions. The present study was conducted to assess the students' perception regarding the process, difficulties encountered and perceived effectiveness of online assessment.
Online viva-voce (theory and visual based) was conducted in a government medical college in Karwar, Karnataka, India using videoconferencing application (Google Meet) to 149 second MBBS students as a formative assessment in 2020 over 3 months. Ten students per day joined Google Meet, 10 questions were asked to each student and assessed using a tutor marking system (on-spot). A feedback questionnaire (Google Form) was administered to students who attended online Viva-Voce. Data was analysed using descriptive and inferential statistics (Student's -test).
Out of 149 students, 132 participated and responded to a feedback questionnaire. Majority of the participants (91%) agreed that questions covered all topics kept for viva, 82% of them felt it would be helpful for performance in final examinations. Thirty percent of students faced network issues at their places, 45% felt nervous while facing viva in the presence of other students and 35% of participants preferred online methods over traditional viva voce. Online viva voce can be transparent (90%) and less biased (88%) if done in structured format.
Online viva-voce may become relevant and effective in medical education assessment with transparent marking system for students' performance.
在新冠疫情期间开展在线课程和评估并非没有挑战。由于新冠疫情限制，医学教育领域正在适应在线培训和评估。本研究旨在评估学生对在线评估过程、遇到的困难以及感知到的有效性的看法。
2020年，在印度卡纳塔克邦卡尔瓦尔的一所政府医学院，使用视频会议应用程序（谷歌Meet）对149名医学学士二年级学生进行了为期3个月的在线口试（基于理论和视觉），作为形成性评估。每天有10名学生加入谷歌Meet，向每名学生提出10个问题，并使用导师评分系统（当场）进行评估。对参加在线口试的学生发放了一份反馈问卷（谷歌表单）。使用描述性和推断性统计（学生t检验）对数据进行分析。
149名学生中，132名参与并回复了反馈问卷。大多数参与者（91%）同意问题涵盖了口试所涉及的所有主题，82%的人认为这对期末考试成绩会有帮助。30%的学生在自己所在地遇到网络问题，45%的学生在其他学生面前进行口试时感到紧张，35%的参与者更喜欢在线方式而非传统口试。如果以结构化形式进行，在线口试可以是透明的（90%）且偏差较小（88%）。
对于学生成绩而言，具有透明评分系统的在线口试在医学教育评估中可能会变得切实可行且有效。
