EFFECTIVE ASSESSMENT METHODS IN INTEGRATED MODULAR LEARNING

Abstract

Introduction. The aim of integrated modular education is to develop students' competencies in using acquired knowledge about the structure, function and biochemical properties of organs and systems when analyzing clinical cases. Aim. To summarize the experience of implementing integrated assessment methods in modular training and evaluate their effectiveness. Material and methods. Statistical processing of the results of the summer examination session of 380 students of the EP “General Medicine” and “Pediatrics” was carried out in the SPSS statistics 20.0 program. The normality of the characteristic in the sample was checked using the Kolmogorov-Smirnov test. The average value is presented as the arithmetic mean – M (Mean), indicating the 95% confidence interval (95% CI) and standard deviation (SD). Results. The article analyzes teaching and assessment methods in integrated modular education, when the module includes different disciplines related to the learning outcomes, using the example of the integrated discipline “Skeletomuscular system in norm”. The technology of integrated OSPE, first introduced by the authors, is described in detail, examples of the use of “active” and “passive” stations in the anatomy, histology, physiology, biophysics and biochemistry of the musculoskeletal system are given. The authors also gave a concept to the structured integrated oral exam first introduced by the authors, when the oral exam is structured by introducing stations in disciplines, taking into account the share of each discipline in the integrated module. Structuring is also carried out by determining the response time at each station. The experience of preparing exam cards for such an exam on the base of the clinical case is described, which allows the use of integrated knowledge in all disciplines included in the module. A thorough analysis of the results of passing both the practical part using OSPE technology and the oral integrated structured exam using the described methodology was carried out, as well as a comparative analysis with the previous academic year, when another assessment methods were used. Conclusions. The work carried out to change the vector of assessment in the exam in favor of an integrated OSPE and an integrated oral structured exam has shown the effectiveness and efficiency of this approach.