EXPERIENCE IN CONDUCTING AN INDEPENDENT EXAMINATION IN DISTANT FORMAT
Introduction. In medical education in recent years, there has been a transition from traditional forms of education to methods using distance learning. The new COVID-19 pandemic has changed medical education around the world.
Aim of research: To show the experience of conducting an independent examination of 5th year students in the specialty "General Medicine" (GM) of Semey Medical University (MUS) in a distant format.
Material and methods: An analysis of the independent examination of 584 students of 5th course who studied in 2019-2020 at the MUS was carried out: the Kazakh department - 296 students, the Russian department - 76, groups with the English language of instruction - 212.
Results: The final assessment of the independent examination of the 5th year students showed that in total there are passed: 331 students (56.7%) with “excellent” mark, “good” - 213 (36.5%), “satisfactory” - 40 (6.8%). As a result, the average score for the faculty was 87.0 (B +), the quality indicator was 94%. Last year, in total passed: "excellent" - 220 students (42.0%), "good" - 280 (54.0%), "satisfactory" - 23 (4.0%), the average score in the faculty was 86,29, and the qualitative indicator is 96%.
Conclusion. The results of an independent examination of 5th year students in the specialty "General Medicine" in 2019-2020 showed that the grades, which obtained in full-time education and in the distance format are almost the same, which can indirectly indicate the quality of the exam in the online format.
1. Shachar M, Neumann Y. Differences between traditional and distance education academic performances: a meta-analytic approach. The International Review of Research in Open and Distributed Learning [Internet]. 2003 [cited 12 Aug 2016]; Available from: http://www.irrodl.org/index.php/irrodl/article/view/153/704
2. Pather N., Blyth P., Chapman J.A., Dayal M.R., Flack NAMS, Fogg Q.A., et al. Forced disruption of anatomy education in Australia and New Zealand: An acute response to the Covid-19 pandemic. Anat Sci Educ. 2020 Apr 18. Available from https: //anatomypubs.onlinelibrary. wiley.com/doi/epdf/10.1002/ase.1968. Accessed April 23, 2020.
3. Rose S. Medical student education in the time of COVID-19. JAMA. 2020 Mar 31. Available from: https://jamanetwork.com/journals/jama/fullarticle/2764138. Accessed April 14, 2020.
4. Liang Z.C., Ooi S.B.S., Wang W. Pandemics and their impact on medical training: Lessons from Singapore. Acad Med. 2020 Apr 17, Available from ttps: //journals.lww.com/аcademicmedicine/Abstract/ 9000 / Pandemics_and_Their_Impact_on_Medical_Training_.97208. aspx. Accessed April 23, 2020.
5. Li L., Xv Q., Yan J. COVID-19: The need for continuous medical education and training. Lancet Respir Med. 2020; 8: e23.
Number of Views: 193
Category of articles:
Medical education
Bibliography link
Maukayeva S.B., Uzbekova S.Ye., Orazalina A.S., Nurzhanova A.E., Mussabekov M.B. Experience in conducting an independent examination in distant format // Nauka i Zdravookhranenie [Science & Healthcare]. 2021, (Vol.23) 3, pp. 118-126. doi 10.34689/SH.2021.23.3.012Related publications:
COMPARATIVE ANALYSIS OF KNOWLEDGE, ATTITUDES, AND BEHAVIOR IN EVIDENCE-BASED NURSING PRACTICE AMONG ACADEMIC AND APPLIED BACHELOR'S DEGREE STUDENTS
SYSTEMIZING INTERNATIONAL ACADEMIC EXCHANGES AND THE ENROLLMENT OF STUDY ABROAD STUDENTS AND SUSTAINING THAT APPROACH: SEEKING TO ESTABLISH FURTHER COOPERATIVE FRAMEWORKS IN SEMEY AND JAPAN (KOCHI AND HIROSHIMA)
ANALYSIS OF THE FINAL ASSESSMENT OF DISCIPLINES OF STUDENTS OF THE SCHOOL OF PUBLIC HEALTH, DENTISTRY, PHARMACY AND NURSING IN 2022-2023 ACADEMIC YEAR
ANALYSIS OF THE FINAL ASSESSMENT OF DISCIPLINES OF STUDENTS OF THE SCHOOL OF MEDICINE IN 2022-2023 ACADEMIC YEAR
INTERPROFESSIONAL COLLABORATION IN PUBLIC HEALTH HIGH EDUCATION AND PERSPECTIVE OF FUTURE SPECIALISTS