Research Article
Developing a blueprint for theoretical assessment of Biochemistry of phase I MBBS students
https://doi.org/10.21203/rs.3.rs-2079144/v1
This work is licensed under a CC BY 4.0 License
published 16 Feb, 2023
posted
You are reading this latest preprint version
Here we have systematically developed a blueprint for Biochemistry theory assessment of phase I MBBS students in India which we have been using for both formative and summative assessments for the past two academic years. The blueprint has ensured the content and construct validity and fairness of the assessment.
Biochemistry
Assessment blueprint
MBBS
Theory
content validity
Medical Education in India is currently undergoing a transformation following the introduction of a competency-based curriculum for the MBBS course implemented in August 2019. The topic-wise competencies are clearly spelled out facilitating the framing of appropriate learning objectives. The learning domains according to Bloom`s taxonomy and levels of competencies according to Miller`s pyramid is also defined in the curriculum. However, the corresponding teaching learning and assessment methods are broadly suggested. As assessment drives learning, the present curriculum is lacking a systematic framework of assessment for ensuring content and construct validity. Blueprinting of the assessment is, therefore, crucial to bridge this gap. Several methodologies have been suggested to develop assessment blueprints for individual subjects [1]. Majority of these methodologies suggest first defining the frequency of occurrence and clinical impact on individual topics and thereby giving weightage. However, for a preclinical subject like Biochemistry where many topics do not directly relate to one particular clinical condition this approach cannot be followed. Other methodologies (https://www.nbme.org/sites/default/files/2020-01/Test-Blueprinting-Lesson-2.pdf) have suggested replacing frequency with a number of classes for each topic and clinical impact with the perceived clinical importance of the topic [2]. Though partial blueprints are available in the literature for preclinical subjects like Anatomy [3] for Biochemistry there is no assessment blueprint available for theory. Therefore, the current work was conceived to develop a blueprint for theory assessment in Biochemistry for phase I MBBS students.
Following sensitization of the Departmental faculty members, a Departmental Committee was formed with all the stakeholders. As the Institute was one of the Institutes of National Importance the curriculum adopted was different from the NMC CBME UG curriculum. The following methodology was followed for developing a blueprint for Biochemistry theory assessment.
Step 1 – Depending on the number of hours allotted to Biochemistry teaching hours were divided among the topics. As the total theory hours was 100 then assigned hours were the same as percentages.
Step 2 – Next the frequency for each topic was defined on a scale of 1 to 3 in terms of the number of hours allotted using the following scheme. One to two hours – frequency 1; three to five hours – frequency 2; six to seven hours – frequency 3.
Step 3 – Clinical impact for each topic was assigned on a scale of 1 to 3 through consensus among the faculty members using the following scheme. Purely basic science topic with minimal direct application to public health – impact 1; topics with moderate application to public health – impact 2; topics related to nutrition, mechanism of drug action, the pathogenesis of common lifestyle diseases, organ function tests, etc. which have a high impact on public health – impact 3.
Step 4 – The factor was calculated for each topic by multiplying the frequency with impact. The total factor for all the topics was calculated.
Step 5 – The basis point for each topic was calculated by dividing the topic factor by the total factor and then multiplying by the total theory marks (200). The basis point was rounded off to remove decimal places and then adjusted to allot actual marks to each topic.
Step 6 – Marks for each topic were divided into MCQ (1.5 marks), matching (4 marks), reasoning (4 marks), and case-based questions (5 marks) depending upon the learning outcome to be assessed.
The blueprint developed by this six-step approach was used to develop a model theory question papers which were given to the residents for answering. After incorporating minor changes suggested by the residents the blueprint was used to develop a formative assessment for two consecutive assessment years. Informal feedback was collected from the phase I MBBS students regarding the pros and cons of the question paper after each assessment.
Using the above six-step approach it was found that the factor calculated for the topics ranged from 1 to 9 and the total factor was 113. It was also observed that maximum marks were assigned to topics related to metabolism and enzymes which form the core of the Biochemistry curriculum. The detailed blueprint for papers I and II are presented in Table 1.
Model question papers made using this blueprint are available in the below weblinks:
1. Biochemistry theory paper I – MCQ and matching
2. Biochemistry theory paper I – Reasoning and cases
3. Biochemistry theory paper II – MCQ and matching
4. Biochemistry theory paper II – Reasoning and cases
The informal feedback received from the learners and facilitators showed satisfaction with the topic coverage and fairness of the assessment.
Source of funding support: Nil
Ethical statement: The present work has been given ethics waiver by the Institutional Ethics Committee.
Conflict of Interest statement: The authors declare no conflict of interest relevant to the present work.
Acknowledgement: Undergraduate medical students for their informal feedback.
Table 1 is available in the supplementary files.
published 16 Feb, 2023
posted
You are reading this latest preprint version