PMID- 34397005
OWN - NLM
STAT- MEDLINE
DCOM- 20211028
LR  - 20211028
IS  - 2583-150X (Electronic)
IS  - 0970-258X (Linking)
VI  - 34
IP  - 1
DP  - 2021 Jan-Feb
TI  - Establishing links between assessments and expected learning outcomes through 
      curriculum mapping in a dental physiology curriculum.
PG  - 40-45
LID - 10.4103/0970-258X.323445 [doi]
AB  - BACKGROUND: . The relevance of curriculum mapping to determine the links between 
      expected learning outcomes and assessment is well stated in the literature. 
      Nevertheless, studies confirming the usage of such maps are minimal. METHODS: . 
      We assessed links through curriculum mapping, between assessments and expected 
      learning outcomes of dental physiology curriculum of three batches of students 
      (2012-14) at Melaka-Manipal Medical College (MMMC), Manipal. The questions asked 
      under each assessment method were mapped to the respective expected learning 
      outcomes, and students' scores in different assessments in physiology were 
      gathered. Students' (n = 220) and teachers' (n=15) perspectives were collected 
      through focus group discussion sessions and questionnaire surveys. RESULTS: . 
      More than 75% of students were successful (>/=50% scores) in majority of the 
      assessments. There was moderate (r=0.4-0.6) to strong positive correlation 
      (r=0.7-0.9) between majority of the assessments. However, students' scores in 
      viva voce had a weak positive correlation with the practical examination score 
      (r=0.230). The score in the assessments of problem-based learning had either weak 
      (r=0.1-0.3) or no correlation with other assessment scores. CONCLUSIONS: . 
      Through curriculum mapping, we were able to establish links between assessments 
      and expected learning outcomes. We observed that, in the assessment system 
      followed at MMMC, all expected learning outcomes were not given equal weightage 
      in the examinations. Moreover, there was no direct assessment of self-directed 
      learning skills. Our study also showed that assessment has supported students in 
      achieving the expected learning outcomes as evidenced by the qualitative and 
      quantitative data.
FAU - Vashe, Asha
AU  - Vashe A
AD  - Department of Physiology, Melaka-Manipal Medical College, Manipal Academy of 
      Higher Education, Manipal, Karnataka, India.
FAU - Devi, Vasudha
AU  - Devi V
AD  - Department of Pharmacology and Centre for Cardiovascular Pharmacology, 
      Melaka-Manipal Medical College, Manipal Academy of Higher Education, Manipal, 
      Karnataka, India.
FAU - Rao, K Raghavendra
AU  - Rao KR
AD  - Formerly Department of Physiology, Kasturba Medical College, Manipal Academy of 
      Higher Education, Manipal, Karnataka, India.
FAU - Abraham, Reem Rachel
AU  - Abraham RR
AD  - Department of Physiology, American University School of Medicine Aruba (AUSOMA), 
      Wilhelminastraat 59, Oranjestad, Aruba.
LA  - eng
PT  - Journal Article
PL  - India
TA  - Natl Med J India
JT  - The National medical journal of India
JID - 8809315
SB  - IM
MH  - Curriculum
MH  - *Dental Physiological Phenomena
MH  - *Education, Medical, Undergraduate
MH  - Educational Measurement
MH  - Humans
MH  - Learning
MH  - *Students, Medical
COIS- None
EDAT- 2021/08/17 06:00
MHDA- 2021/10/29 06:00
CRDT- 2021/08/16 08:49
PHST- 2021/08/16 08:49 [entrez]
PHST- 2021/08/17 06:00 [pubmed]
PHST- 2021/10/29 06:00 [medline]
AID - NatlMedJIndia_2021_34_1_40_323445 [pii]
AID - 10.4103/0970-258X.323445 [doi]
PST - ppublish
SO  - Natl Med J India. 2021 Jan-Feb;34(1):40-45. doi: 10.4103/0970-258X.323445.