Abstract
Aim: In this study, we aimed to determine the perception and attitudes of clinical years' medical students of 4th-6th year toward the assessment tools used in the Faculty of Medicine, Northern Border University, Arar, Saudi Arabia.
Material and Methods: This cross-sectional study was conducted in the college of Medicine from September to November 2020. A multistage stratified random sample method was used to select 270 medical students of clinical year's (4th-6th year). The respondents' perceptions of the preferred type of traditional written examination multiple-choice questions (MCQs), short essay questions (SEQs) as good tools for assessing basic theoretical knowledge regarding the subject were determined. Student's perceptions towards Objective Structured Clinical Examination (OSCE), Objective Structured Practical Examination (OSPE), problem-based learning (PBL) clinical short and long cases were also assessed. Furthermore, perceptions towards relatively recent non-traditional methods such as log book/assignments, open-book exam, and clinical presentations/seminars were also determined. A questionnaire will be provided for the degree of agreement assessment by 3-points Likert scale (1-Agree, 2-Neutral 3-disagree).
Results: This study included 270 medical students, of whom, 162 (60%) were females and 108 (40%) were males. About half (49%) of participants agreed that assessment methods are comprehensive, reflect what they were taught, and challenge them. Multiple-choice questions were the commonest (60%) preferred written assessment format. OSCE (56.6%) and OSPE (54.8%), as well as long and short clinical cases (52.6%), were considered good tools for assessing clinical competencies and skills. Students had good perceptions towards problem-based learning, log-book/assignments and clinical presentations. Male students preferred problem-based learning (PBL) more than female students.
Discussion: This study concludes that according to medical students of clinical year's the most useful assessment tool for written examination was MCQs for assessing basic theoretical knowledge, and regarding clinical assessment tools, OSCE was preferred. Student feedback and advanced assessment techniques can help health education professionals overcome the flaws of either method.