ArticleJournal of medical education and curricular development
Exploring Competency-Based Anatomy Education Through Direct Observation with Checklist as Teaching-Learning and Assessment Method: Lessons Learnt Through Student Feedback.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
introductionThe National Medical Commission's mandate to standardize medical education through implementing Competency-Based Medical Education (CBME) has necessitated the need for robust assessment strategies aligned with desired clinical competencies. METHODOLOGY: In the context, the current study was conducted at Pramukhswami Medical College, Karamsad on 150 first-year MBBS students and investigates the efficacy of Direct Observation with Checklist as a teaching-learning and assessment method in anatomy education, specifically surface anatomy in the Abdomen and Pelvis regions of gross anatomy. The study employed qualitative and quantitative methods to evaluate student performance and perceptions.
resultsQuantitative analysis revealed a significant difference in scores between Direct Observation with Checklist and traditional viva voce methods, underscoring its effectiveness. Qualitative findings from focus group discussions highlighted that this method enhanced understanding, retention, and confidence among students. It provided structured feedback, promoted reflective learning, and reduced assessor bias, thus supporting its role in assessing competencies at the "shows how" level of Miller's pyramid and aligning with CBME objectives.
conclusionThe research underscores the transformative potential of Direct Observation with Checklist as a pedagogical tool in anatomy education, advocating for its wider adoption across medical disciplines as it evolves towards competency-based frameworks, such methods are crucial for ensuring that graduates are well-prepared for life-long clinical practice.
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