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Original Research Paper

Validating a Problem-Based Learning Process Assessment Tool in a Nepalese Medical School

Authors:

S.K. Upadhyay ,

Associate Professor, Department of Community Medicine, School of Medicine, Patan Academy of Health Sciences (PAHS), Kathmandu, NP
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S. Bhandari,

Department of Community Medicine, School of Medicine, Patan Academy of Health Sciences (PAHS), Kathmandu, NP
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S.R. Ghimire,

Department of Anatomy, School of Medicine, Patan Academy of Health Sciences (PAHS), Kathmandu, NP
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B.R. Maharjan,

Department of Biochemistry, School of Medicine, Patan Academy of Health Sciences (PAHS), Kathmandu, NP
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I. Shrestha,

Department of Physiology, School of Medicine, Patan Academy of Health Sciences (PAHS), Kathmandu, NP
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M. Joshi,

Department of Pharmacology, School of Medicine, Patan Academy of Health Sciences (PAHS), Kathmandu, NP
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S. Vaidhya

Department of Pathology, School of Medicine, Patan Academy of Health Sciences (PAHS), Kathmandu, NP
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Abstract

Introduction: The newly established Patan Academy of Health Sciences (PAHS) has incorporated measurement of non-cognitive skills and behaviours into the summative assessment in the setting of problem based learning (PBL). This study aims to validate a PBL process assessment tool for PAHS.

Methods: A list of 72 items of student behaviours observable in PBL tutorials was compiled from literature review. They were categorized under ten broad dimensions consistent with predefined PAHS Graduate Attributes. A series of PBL project committee meetings and expert inputs refined the list of 72 items to 47 and categorized them under eight dimensions. These 47 items, each with a 4-point rating scale, formed the Tutor Assessment of Student Tool (TAS-Tool). Twenty-four trained faculty members used the TAS-Tool to evaluate the performance of 41 senior high school students in PBL tutorials.

Results: The internal-consistency of the TAS-Tool was very high (Cronbach’s α = 0.954). Removal of two inconsistent items further increased it to 0.975. Principal components analysis with varimax rotation applied to the remaining 45 items gave seven components and explained 69.47% of the variation between the components. These seven components (% variation) were: Immersed in the Tutorial Process (20.16%); Professional (12.71%); Communicator and Team Leader (11.25%); Critical Thinker (8.77%); Reflector (6.22%); Creative (5.95%), and Sensitive (4.41%).

Conclusion: TAS-Tool was found to be a reliable and valid instrument and applicable in formative PBL process assessment at PAHS starting with the pioneer cohort of medical students. Further validation of TAS-Tool through longitudinal study with PAHS students is required for summative purpose.

How to Cite: Upadhyay, S.K., Bhandari, S., Ghimire, S.R., Maharjan, B.R., Shrestha, I., Joshi, M. and Vaidhya, S., 2017. Validating a Problem-Based Learning Process Assessment Tool in a Nepalese Medical School. South-East Asian Journal of Medical Education, 11(1), pp.19–25. DOI: http://doi.org/10.4038/seajme.v11i1.4
Published on 01 Jun 2017.
Peer Reviewed

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