Affiliation:
1. Senior Resident, Department of Physiology, RIMS
2. Prof, and Head of Department, Department of Physiology, RIMS
3. Senior Medical Ofcer, Manipur Health Services, Govt. of Manipur
Abstract
Background: A new competency-based medical undergraduate curriculum has been made by the National Medical Commission (NMC) initiating
in 2019. Practical exercises which are application-oriented are recommended in this new curriculum among the Pre- and Para clinical subjects. In
an attempt to improve the physiology practical assessment in our institution, and following the new competency-based medical curriculum, the
spotting and clinical-based question assessment methods were introduced along with the other conventional assessment procedures like
Hematology Practical, Graph and charts, and Clinical Examination in the rst year of the medical curriculum. The purposeAims and Objectives:
of the present study was to see the relationship between the scores obtained by medical students in different methods during various evaluations in
the rst year of medical college and to explore gender differences in student scores among the varied assessment program used in Physiology
practical assessment. A cross-sectional study was conducted on 125 undergraduate medical students at the DepartmentMaterials and Methods:
of Physiology, Regional Institute of Medical Sciences, Imphal during the period between December 2021 to January 2022. Five different practical
physiology assessment methods namely Hematology practical, Clinical examination, Graphs, and charts, spotting, and lastly clinical-based
question assessment methods were used to determine the mean student scores. The data collected were entered into IBMStatistical Analysis:
SPSS 26.0 version (IBM Inc. Armonk, NY, USA) and analysed using descriptive statistics. Statistical signicance was set at p-value<0.05.
Results: 125 students (male 72, female 53) in the age range of 18 – 23 years participated in the study. The mean score of Graphs and Charts marks
was the highest while students (12.26) scored lowest in the Clinical based question assessment method (9.31). The female students scored
signicantly higher marks in spotting and clinical-based questions. There was a signicant variation in the marks obtained in differentConclusion:
assessment techniques. The gender differences in the average scores were not signicant at conventional methods like haematology practical,
graphs and charts, and clinical examination
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