Abstract

Background: Assessment in competency-based curriculum plays a key role in diagnosing the stage of learners to provide suitable learning experiences. The knowledge about various assessment methods shapes the undergraduate students in adapting to student-centered learning process. Hence, it is necessary to impart the knowledge during the foundation course period itself through effective teaching-learning methodologies. Aim and Objectives: This study analyzed the level of improvement in the knowledge of different assessment methods for competency-based medical education in a particular lecture topic using pre-test and post-test model of learning.
Materials and Methods: The study was conducted in a classroom of 198 1st year medical students. Structured pre-test and post-test questionnaire was designed based on the concept of the foundation course topic “competency-based assessment (CBA)” and administered at the beginning and end of class.
Results: The study revealed that among 198 students 182 (92.4%) had inadequate knowledge, 14 (7.1%) had moderate knowledge, and 1 (0.5%) had adequate knowledge in pre-test. After administration of the post-test, 53 (26.9%) had adequate knowledge, 46 (23.4%) had moderate knowledge, and 98 (49.7%) had inadequate knowledge. The level of knowledge from the pre-test inadequate (29.1%) and moderate (28.6%) increased to adequate (47.8%) and (71.4%), respectively, in post-test. Both the paired “t”-test and Wilcoxon signed-rank test showed high level of significance (0.000). Conclusion: This study proved the effectiveness of the foundation course topic “CBA” in improving the attentiveness and knowledge of the students.