Kumar Pragya, Chaudhary Neha, Kokane Arun Mahadeo, Zaman Forhad, Kamble Bhushan, Yadav Kishore, Kalidoss Vinoth Kumar, Kusneniwar Govindrao Narsingrao, Thirunavukkarasu Prasanna, Gupta Manoj Kumar, Kumar Sanjeev, Biswas Bijit, Dabar Deepti, Giri Anjan Kumar, Naik Bijaya Nanda, Nirala Santosh Kumar, Kumar Santosh, Aravindakshan Rajeev, Pandey Sanjay, S Sathiyanarayanan, Parida Swayam Pragyan, Ranjan Alok, Mishra Abhisek, Shekhar Saket, Kumar Abhishek, Lohani Pallavi, Ayub Arshad, Shikha Swati, Singh Geetika, Agrawal Deepika, Ahmad Shamshad
Department of Community and Family Medicine, All India Institute of Medical Sciences, Patna, India.
ESIC Medical College and Hospital, Bihta, Patna, India.
BMC Med Educ. 2024 Dec 27;24(1):1539. doi: 10.1186/s12909-024-06365-3.
Despite the increasing integration of competency-based education in medicine, there remains a significant gap in effectively assessing educational outcomes, underscoring the urgent need for designed assessment blueprints that accurately reflect both curriculum content and competency standards in Community Medicine for undergraduate students. This study, conducted across the All-India Institute of Medical Sciences (AIIMS) network, develops a summative assessment blueprint aimed at standardizing evaluations in medical education across diverse geographic locations in India.
Twenty-five experts from 10 All India Institutes of Medical Science were invited via email and contributed for summative assessment for a theory paper. Each week, the study lead team sent an online form containing 25 topics. A total of 269 topics were selected to be included in the blueprint development. An Impact and Frequency score was obtained for each topic, with a score between 1 and 3 for both its "Impact (I)" and "Frequency" (F).
The overall response rate was 71%. "Principle of epidemiology" (14.7%) had the most weight, followed by "Epidemiology of communicable disease" (13.4%) and "National Health Program" (10%). These three chapters constituted more than one-third of the total weight of the summative assessment (theory). 20 out of 24 (83%) chapters have moderate-to-good interrater reliability.
The blueprint developed in this study is intended to serve as a guideline for setting question papers and aims to enhance objectivity, uniformity, and validity in assessment construction. While it provides a structured approach within the AIIMS network, its broader applicability may be limited, suggesting that its effectiveness in other educational contexts remains to be validated. Continued research is encouraged to explore its utility across diverse educational settings.
尽管基于能力的医学教育日益普及，但在有效评估教育成果方面仍存在显著差距，这凸显了迫切需要设计出能准确反映本科社区医学课程内容和能力标准的评估蓝图。本研究在全印度医学科学研究所（AIIMS）网络中开展，旨在制定一份总结性评估蓝图，以规范印度不同地理位置的医学教育评估。
通过电子邮件邀请了来自10所全印度医学科学研究所的25位专家，为一篇理论论文的总结性评估提供意见。研究领导小组每周发送一份包含25个主题的在线表格。总共269个主题被选入蓝图制定。为每个主题获得了一个影响和频率得分，其“影响（I）”和“频率”（F）得分均在1至3之间。
总体回复率为71%。“流行病学原理”（14.7%）权重最大，其次是“传染病流行病学”（13.4%）和“国家卫生计划”（10%）。这三章占总结性评估（理论）总权重的三分之一以上。24章中的20章（83%）具有中度到良好的评分者间信度。
本研究制定的蓝图旨在作为设置试卷的指南，旨在提高评估构建的客观性、一致性和有效性。虽然它在AIIMS网络内提供了一种结构化方法，但其更广泛的适用性可能有限，这表明其在其他教育环境中的有效性仍有待验证。鼓励持续开展研究以探索其在不同教育环境中的效用。
