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首页> 外文期刊>Journal of Clinical and Diagnostic Research >Art of Paper Setting: The Blueprinting of MBBS Physiology Competency Based Curriculu
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Art of Paper Setting: The Blueprinting of MBBS Physiology Competency Based Curriculu

机译：纸张环境艺术：基于MBBS生理能力的蓝图

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Written examinations are integral component of students’ assessments at formative and summative level. There is no blueprint of question paper available for the new curriculum in Bachelor of Medicine and Bachelor of Surgery (MBBS) Physiology curriculum which may lead to variations in question paper setting. This lack of consistency in question papers affects the preparedness and performance of students.Aim: To prepare the blueprint of MBBS Physiology Competency Based Medical Education (CBME) curriculum and to do content validity by comparing with Preliminary Examination (PE) and University Examination (UE).Materials and Methods: This was a descriptive study conducted over a period of six months from July 2020 till December 2020. The study was conducted in Armed Forces Medical College, Pune. There are 15 topics and 140 outcomes for Physiology MBBS course as per new CBME curriculum is divided into paper I and II according to Maharashtra University of Health Sciences (MUHS) syllabus. The main topics in each paper were further subdivided into subtopics for preparing learning objectives. Marks were allotted to each system taking into consideration optimum marks 97 for subjective with included options and 20 marks Multiple Choice Questions (MCQs). The papers of UE and PE conducted with new format were analysed for content validity.Results: The blueprint of paper I (subjective) shows marks allotted for General Physiology 12, Haematology 13, Respiratory System (RS) 15, Cardiovascular (CVS) 17, Exercise 05, Renal system 15, Gastrointestinal System (GIT) 12, Lifestyle Aging and Meditation 03 and Attitude, Ethics and Communication. (AETCOM) 05 marks. The blueprint of paper II (subjective) shows marks for the Nerve-Muscle 16, Central Nervous System (CNS) 25, Special senses 14, endocrine system are 18, reproductive system 15, and temperature 09. MCQs were also allotted proportionate marks for each topic. Content analysis of papers showed exercise Physiology and body temperature regulation were not assessed in UE.Conclusion: There was disproportionate representation of topics in formative and summative examinations in absence of blueprint. The blueprint should be an integral part of assessments.
机译：书面考试是学生在形成性和总结层面评估的组成部分。没有问题纸的蓝图，用于新的医学和手术学士学位（MBBS）生理课程中的新课程，这可能导致质询纸张环境的变化。这种问题缺乏一致性文件影响了学生的准备和表现。制作基于MBBS生理能力能力的蓝图（CBME）课程，并通过比较初审（PE）和大学考试（UE）来做内容有效性）。材料和方法：这是一个描述性研究，在2020年7月到2020年12月到2020年12月的六个月内进行了一个描述性研究。该研究是在武装部队医学院进行的，浦那。根据Maharashtra卫生科学大学（MUHS）教学大纲（MUHS）教学大纲（MUHS）教学大纲（MUHS）教学大纲（MUHS）教学大纲（MUHS）教学大纲（MUHS）教学大纲（MUHS）教学大纲（MUHS）教学大纲（MUHS）教学大纲（MUHS）教学大纲（MUHS）教学大纲（MUHS）教学大纲（MUHS）课程课程有15个主题和140个结果。每篇论文中的主要主题进一步细分为制定学习目标的副主题。考虑到包含包含选项的主观性的最佳标记97和20个标记多项选择题（MCQ），考虑到最佳标记97。分析了用新格式进行的UE和PE的纸张进行内容有效性：结果锻炼05，肾脏系统15，胃肠系统（Git）12，生活方式老化和冥想03和态度，道德和沟通。 （AETCOM）05标记。纸张II（主体）的蓝图显示神经肌肉16，中枢神经系统（CNS）25，特殊感官14，内分泌系统为18，生殖系统15和温度09. MCQs也为每个标记分配成比例标记话题。纸张的含量分析显示在UE中没有评估运动生理学和体温调节。结论：在没有蓝图的情况下，形成性和总结考试中的主题的表现态度不成比例。蓝图应该是评估的一个组成部分。

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