UNDERGRADUATE MEDICAL STUDENTS’ PERCEPTION TOWARDS ASSESSMENT ENVIRONMENT AT CMH, LAHORE MEDICAL COLLEGE, PAKISTAN

摘要

To measure the perception of medical students on the assessment environment in CMH Lahore Medical College, Pakistan and to find the difference in their perceptions with respect to their academic year.This cross-sectional study was conducted at CMH Lahore Medical College from December 2019 to March 2020, and comprised second, third and fourth year medical students.Data was collected using a questionnaire “Assessment Environment Questionnaire” (AEQ) on 4 point Likert scale.Survey was anonymous.SPSS package 20 was used for statistical analysis.Questionnaire was filled by 238 students, with 79% response rate.The overall “AEQ” inventory mean score was 54.1out of total 80 points of questionnaire yielding a percentage of 67.5.The best score 2.83 was given for the item “I received feedback on my performance for continuous assessment”.The lowest score (2.59) item was “Feedback is given promptly after an assessment”.Both highest and lowest scored items were from feedback subscale.The subscales regarding “Perception of Information on Assessment” (68.3%) and “Perception of Assessment System/Procedure” (68.2%) scored highest while Students’ ratings were low for the subscales “Perception of Learning and Performance” (67.9%) and Perception of Feedback Mechanism (66.9%).Significant differences of perceptions were found in all subscales with respect to students’ academic years(p>0.05).Second and third year medical students scored more than fourth year medical students in all subscales: feedback mechanism (p=0.0001), learning and performance (p=0.0001), information on assessment (p=0.031), assessment system (0.012)and total mean score of second year (55.7±7.99) and third year (55.83± 8.75) than fourth year (48.53±11.18) (p=0.0001).Undergraduate medical students had a positive perception towards assessment environment in CMH Lahore Medical College, Pakistan.However, results of the study implied that the process of providing and receiving feedback required multiple measures on the assessment environment for better educational outcomes and development of clinical skills among medical students.