Diagnostic examination with feedback information for educational improvement in the innovative medical curriculum

Abstract

Bhumibol Adulyadej Hospital, the Directorate of Medical Service of the Royal Thai Air Force (MSRTAF) was collaborated with Faculty of Medicine, Chulalongkorn University to set up an innovative medical curriculum called “CYPB” (Community-Targeted, Problem-Based Medical Curriculum). Since it was started only 4 years, there are very few studies about it. The first batch students have not graduated yet but formative evaluation data was needed for educational improvement. The main objective of the study is to use diagnostic examination with feedback information as an instrument to identify student discrepancy and weakness for the purpose of educational improvement. A 60-item, MCQ test in general surgery was constructed to cover 20 topics of content area and cover 3 main educational objective levels : “Recall”, “Interpretation” and “Problem solving”. All 19 students of the first batch was tested to see their discrepancy for cognitive competency in general surgery. The data was analysed and used as feedback information for the students, faculty staffs and administrators. After that, in-depth interview was conducted among 3 groups of the informants to address the consequences or effects of diagnostic test on student plans to improve their own ability and the opinion of faculty staffs and administrators on educational development. The result of the study indicated that student competency is still lower than minimum passing level (MPL). The mean score of the recall, interpretation and problem solving was 7, 9.1 and 10.15 respectively. (total=20) There is statistically significant among these groups. Calculation of Difficulty Factor (DF), Difficulty Index (DI) and Discrimination Index (DIS) showed that difficulty of item in each categories from teacher’s point of view (DF) were not statistically difference but difficulty from student’s point of view were different. From students point of view, recall items are more difficult than interpretation and problem solving respectively. The opinion of all three groups on educational development was explored by using participant observation and in-depth interview technique. The qualitative data was analysed to form the recommendation for educational improvement.