https://imcjms.com Ibrahim Medical College Journal of Medical Science https://imcjms.com/registration/journal_full_text/297 Sun, 19 Aug 2018 13:49:19 +0000 Abstract Background and objective: Short answer question (SAQ) format has been introduced as a major component of summative professional examinations of MBBS (Bachelor of Medicine and Surgery) course in Bangladesh over a decade. No systematic evaluation has yet been conducted on implementation of SAQ as directed in curriculum to assess the medical students in the summative examination of MBBS course. The present study assessed the weightage given to the different components of cognitive domain in SAQs in anatomy in first Professional MBBS Examination under the University of Dhaka. Materials and method: This cross-sectional study was conducted in the Department of Anatomy, Ibrahim Medical College. Anatomy SAQ papers, Paper I and Paper II, from January 2009 to July 2014 of University of Dhaka were selected. A total of 24 SAQ papers containing 572 questions were included in this study. Every question in a paper was categorized as recall, understanding application types. Then the total number of marks allocated for each of the type of questions were calculated and compared with the total marks (98) allocated for the questions in a paper. Then the resultant weightage of marks were compared with the curricular directive weightage of marks allotted for SAQ. Result: On analysis it was found that during the period from 2009 to 2014 76.58% and 23.42% SAQ were recall and understanding types respectively. No question was found to assess the application component of the cognitive domain of the students. Conclusion: The study revealed that SAQ introduced as an assessment tool in undergraduate medical curriculum was not properly implemented and its desired objectives were not fully achieved. IMC J Med Sci 2018; 12(2): 69-72. EPub date: 19 August 2018. DOI: https://doi.org/10.3329/imcjms.v12i2.39663 Address for Correspondence: Dr. Jesmin Akhter, Associate Professor, Department of Anatomy, Ibrahim Medical College, 1/A, Ibrahim Sarani, Segunbagicha, Dhaka, Bangladesh. E mail: jesminakhterlina@gmail.com   Introduction Assessment is an educational tool to evaluate students and to understand how successfully the learning materials are delivered to the learners. It also serves to motivate and help students to structure their academic efforts [1]. Principle of assessment in medical education is to provide direction and motivation for future learning and protect the health of the public by upholding high professional standards [2]. Learning abilities must be assessed in multiple modes and contexts. In addition,goodassessmentcanhelpstudentsbecome more effective self-directed learners [3]. This cross-sectional study was conducted in the Department of Anatomy, Ibrahim Medical College. SAQ question papers on anatomy of first professional MBBS course (Paper I and Paper II), from January 2009 to July 2014 held under the University of Dhaka were selected. In first professional MBBS examination, the summative examinations on anatomy are held twice a year. A total of 24 SAQ papers were included in this study. In each paper there were Group A (35 marks) and Group B (35 marks). In each group there were seven (07) questions with or without multiple segments to assess different components of cognitive domain. Each question carried 07 marks. So, in each group 49 marks were allocated for 07 questions and in a paper with two groups, the total marks allocated for 14 questions were 98. Therefore, a total of 572 questions were included in the study, 281 questions from Paper I and 291 questions from Paper II. Every segment of the questions in a paper was categorized as recall, understanding or application types as described elsewhere [9]. Then the total number of marks allocated for each of the type of questions in a paper were calculated and compared with the total marks (98) allocated for the questions in a paper. Then the resultant weightage of marks were compared with the curricular directive weightage of marks allocated for respective component of cognitive domains. The curriculum recommended mark was 70% for recall, 20% for understanding and 10% for application types of questions [8].   Results   2026 Ibrahim Medical College. All rights reserved.