Analysis of First Professional Written Short-Answer Questions of Four Public Universities of Bangladesh in Regional Anatomy

Authors

  • Farhana Yasmin Assistant Professor, Department of Anatomy, Gazi Medical College, Khulna, Bangladesh.
  • Sumaiya Binte Wahid Assistant Professor, Department of Pharmacology & Therapeutics, Gazi Medical College, Khulna, Bangladesh.
  • Md Akter Uzzaman Assistant Professor & Head, Department of Orthopaedics, Gazi Medical College Hospital, Khulna, Bangladesh.

DOI:

https://doi.org/10.3329/mediscope.v11i2.76380

Keywords:

SAQs, Levels of cognitive domain, Regional Anatomy

Abstract

Background: Analysis of written question papers may reveal the assessment pattern and teaching- learning method of the undergraduate curriculum. Written examination is the most essential assessment tool in the MBBS curriculum and the subjective knowledge of the undergraduates’ can be well assessed by the written assessment. Therefore, analyses of written question papers may reveal the assessment pattern and teaching learning method of undergraduate curriculum. The present study has assessed the weightage given to the different components of cognitive domain in SAQs in the First Professional MBBS Examination in Regional Anatomy under four public universities of Bangladesh.

Objective: To determine the frequencies of question-segments addressing different levels of cognitive domain in the First Professional MBBS written examination in Regional Anatomy of five years (2014-2018) of four public universities of Bangladesh.

Methods: This descriptive type of research was conducted in the Department of Anatomy, BSMMU, Dhaka. Anatomy written short-answer questions (SAQs) both paper I and paper II from 2014 to 2018 of four public universities of Bangladesh were analyzed to determine the frequency of ‘question-segment’s addressing different levels of cognitive domain according to undergraduate medical curriculum.

Results: On analysis it was found that 91.42% ‘question-segments’ were remember-level and 8.58% were understand-level. No ‘question-segment’ was found that have addressed apply-, analyze-, evaluate- or create-levels of cognitive domain.

Conclusion: The research revealed that higher levels of cognitive domain was not addressed properly in the undergraduate written question papers, so, goals of undergraduate curriculum were poorly achieved.

Mediscope 2024;11(2): 52-57

Downloads

Download data is not yet available.
Abstract
24
PDF
12

Downloads

Published

2024-11-06

How to Cite

Yasmin, F., Wahid, S. B., & Uzzaman, M. A. (2024). Analysis of First Professional Written Short-Answer Questions of Four Public Universities of Bangladesh in Regional Anatomy. Mediscope, 11(2), 52–57. https://doi.org/10.3329/mediscope.v11i2.76380

Issue

Vol. 11 No. 2 (2024)

Section

Original Articles

License

Copyright (c) 2024 Farhana Yasmin, Sumaiya Binte Wahid, Md Akter Uzzaman

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish in the Mediscope agree to the following terms that:

  1. Authors retain copyright and grant Mediscope the right of first publication of the work.

  2. Creative Commons Licence
    Articles in Mediscope are licensed under a Creative Commons Attribution 4.0 International License CC BY-4.0. This license permits use, distribution and reproduction in any medium, provided the original work is properly cited.
  1. Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  2. Authors are permitted to post their work online (e.g., in institutional repositories or on their website) as it can lead to productive exchanges, as well as greater citation of published work.