Tools in Measuring Program and Learning Outcomes of Medical Students – A Guide in Designing the Tools (Part 2)

ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes
of Medical Students
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Designing the Tools (Part 2)
Subtitle: Tools in Measuring Knowledge, Skill and Attitude of Medical
Students - A Guide in Designing the Tools (Part 2)

Learning
Tools in Measuring Program and Learning Outcomes of
Medical Students
Students – A Guide in Designing a Master Blueprint (Part 1)
Subtitle: Tools in Measuring Knowledge, Skill and Attitude of Medical
Students - A Guide in Designing a Master Blueprint (Part 1)
Recommended Prior Study:
• Assessment and Evaluation of Medical Students – ROJoson TPORs
• Tools in Measuring Program and Learning Outcomes of Medical

Learning
Notes on plans of ROJ-OCIL on Medical Education on the topic: Tools in
Measuring Program and Learning Outcomes of Medical Students
Students – A Guide in Designing the Tools (Part 2)
Students – A Guide in Scoring (Part 3)

Learning
Tools in Measuring Program and Learning Outcomes of
Medical Students – A Guide in Designing the Tools (Part 2)
Learning objectives:
At the end of the session, the student must be able to:
 Describe the 3 general categories of tools to measure students’
learning and performance as recommended by ROJoson.
 Indicate the usage of each of the 3 general categories of measuring
tools as to types of learning domain as recommended by ROJoson.
• Enumerate the steps in designing and developing the tools to
measure students’ learning and performance.

Learning
 Discuss the utility of “Blueprint for Educational Measuring Tool
Design and Development.”
 Reproduce the table recommended by ROJoson that shows the
general format of a blueprint for educational measuring tools with
several learning objectives and outcomes.
 Make a blueprint for educational measuring tools for a learning
session or a course that one is currently handling or has handled.

Learning
 Enumerate at least 3 recommended good practices in designing and
developing educational measuring tools in general.
 Enumerate at least 3 things that should be avoided in designing and
developing a test with TRUE / FALSE questions.
 Enumerate at least 3 things that should be avoided in designing and
developing a test with MULTIPLE CHOICE QUESTIONS.

Learning
 Give 3 examples of “good” TRUE / FALSE questions.
 Give 3 examples of “good” MULTIPLE CHOICE QUESTIONS.
 Give an example of a Station in an OBJECTIVE STRUCTURED
CLINICAL EXAM with a rating scale.
 Give an example of criteria to grade students in a case presentation
and discussion.

Learning
In the curriculum of a medical school,
there shall be tools with performance indicators to measure the
degree of accomplishment of the students at ALL levels, namely,
PROGRAM EDUCATIONAL OBJECTIVES; PROGRAM OUTCOMES;
COURSE-LEVEL LEARNING OUTCOMES; and SESSION-LEVEL LEARNING
OBJECTIVES.
The performance indicators will serve as a basis for assessment and
evaluation of student achievement through different points in the
curriculum, from start to finish.
CHED POLICIES

Learning
ROJoson recommended framework
for the design and development of tools to measure the global
accomplishment of the student learning and performance
Elements to
Measure
Tools to Use
to Measure
Performance
Indicators
Assessment
and
Evaluation
Program Educational
Objectives
Program Outcomes
Course-level Learning
Outcomes
Session-level Learning
Objectives

Learning
Elements to measure
Analyze the statements on program and learning objectives and
outcomes
- Identify the domains of learning – cognitive, psychomotor, affective
- Identify the levels of learning – Bloom’s taxonomy
- Identify the behavioral verbs used

Learning
3 domains of learning relevant to medical education / medical
students:
• Cognitive domain (KNOWING; KNOWLEDGE; mental skills)
• Psychomotor domain (DOING; SKILLS; manual or physical skills)
• Affective domain (FEELING; ATTITUDE; growth in feelings or
emotional areas)

Learning
Bloom’s Taxonomy of Cognitive, Affective and Psychomotor Domain
Under each domain of learning, there are different levels of
complexity and specificity – Bloom’s Taxonomy.
These should serve as a guide in the selection of measuring tools.
Cognitive
Domain
Affective
Domain
Psychomotor
Domain
Lower/est level Remembering Receiving Imitating
Understanding Responding Manipulating
Applying Valuing Precising
Analyzing Organizing Articulating
Evaluating Characterizing Naturalizing
Higher/est level Creating

Learning
BEHAVIORAL VERBS in learning objectives and outcomes
Behavioral verbs describe what the student will be able to do after a
learning activity, something that is observable and measurable.
Each objective should begin with a verb that describes an observable
behavior, such as “describe, summarize, demonstrate, compare, plan,
score”, etc.
Thus, behavioral verbs in the learning objectives and outcomes should
also serve as a guide in the selection of measuring tools.

Learning
The specific tool chosen for “Element to Measure” must be
appropriate or valid; reliable and usable or practical.
Validity refers to the appropriateness, adequacy, accuracy and
effectiveness of the measuring tools (they measure what they are
designed to measure).
Reliability refers to the consistency of measuring tools in producing
results. Consistent results mean that a student being assessed and
evaluated gets the same score or grade no matter how, where or when
he/she is subjected to the measuring tools.

Learning
Usability refers to the practicality of the measuring tools. It should be
economical in terms of time and money, easily administered and
scored, and produce results that can be interpreted and applied by the
medical school.

Learning
Tools to Use to Measure
In the literature, there is a plethora of tools in measuring students’
learning and performance that one can adopt and adapt.
Select one or a combination of tools which are VALID, RELIABLE and
USABLE for a particular program or learning objective or outcome.

Learning
Tools in Measuring Students’ Learning and Performance – a Partial List
Objective vs subjective tests Virtual tests vs in-person tests
Written tests / exams Electronic vs paper-pen tests
Oral tests / exams Classroom exams vs take-home
exams
Practical tests / exams
Objective Structured Clinical Exam (OSCE) Different types of written or
electronic exams:
• Essay exams
• Short answer exams
• True / False
• Multiple Choice
• Matching
Observation assessment
Project-based assessment
Performance log / Portfolios
Patient Management Problems Tests
Critical Incident Technique
Questionnaires / Surveys OTHERS

Learning
ROJoson disclaimer:
I will not be able to discuss all the different kinds of tools that can be
used for measuring students’ learning and performance.
I will just define some trending tools in medical schools such as
objective structure clinical exam and portfolio.

Learning
Objective Structured Clinical Exam (OSCE)
An OSCE usually comprises a circuit of short (5-15 minutes) stations, in
which each student is examined on a one-to-one basis with one or two
examiner(s).
Each station has a different examiner. Students rotate through the
stations, completing all the stations on their circuit. All students are
assessed at the stations.
The sum of the pass marks of all the stations determines the overall
pass mark for the OSCE.

Learning
Objective Structured Clinical Exam (OSCE)
An OSCE is designed to be (a) objective — all students are assessed
using exactly the same stations with the same marking scheme,
(b) structured — stations have a very specific task, and involve (c)
a clinical examination — designed to apply clinical and theoretical
knowledge.
In an OSCE, clinical skills are tested rather than pure theoretical
knowledge.

Learning
Portfolio
A portfolio is a collection of student's work which gives evidence to
show how the student are meeting the specified learning outcomes.
It can be a collection of learning activities of the students (at times,
called performance log or logbook) in which psychomotor and
cognitive learning can be indirectly assessed.
It can be a collection of reflection papers of the students in which the
affective domain can be indirectly assessed.

Learning
As mentioned, in the literature, there is a plethora of tools in
measuring students’ learning and performance that one can adopt and
adapt.
To simplify things, I hope …………..
ROJoson recommendations on categories of tools to measure medical
students’ learning and performance
1) test
2) observation or observation technique
3) project or project-based technique
Under each category are many more specific tools.

Learning
Examples of specific tools under each category
1) test – written tests, oral tests
2) observation or observation technique – practical or performance
exams (direct observation); learning portfolios (indirect
observation)
3) project or project-based technique – case study; case presentation
and discussion; research; project management

Learning
ROJoson Operational Meaning and Usage of Recommended Tools
TEST, OBSERVATION, PROJECT
TEST, OBSERVATION TECHNIQUE, PROJECT-BASED TECHNIQUE
General meaning:
Each refers to a tool, technique, or method that is intended to
measure students’ knowledge, ability and performance administered
by a teacher or faculty with specified goal and time limit.

Learning
TEST (ROJoson Operational Meaning and Usage as Measuring Tool)
[to differentiate from OBSERVATION and PROJECT]
It involves the students answering questions in writing or
electronically (written test) and/or through spoken communication in
person or in virtual mode (oral test) and then the teacher or faculty
rating their knowledge.

Learning
TESTS, EXAMINATIONS, QUIZZES
Often used interchangeably.
However,
• QUIZZES are shortest and informal versions.
• EXAMINATIONS are more formal versions of TESTS and more
comprehensive in scope.

Learning
3 conventional categories of TESTS / EXAMS based on what the
students do:
• Written Tests / Exams – students answer questions in writing or
electronically
• Oral Tests /Exams – students answer questions through spoken
communication in person or in virtual mode
• Practical Tests / Exams or Performance Tests / Exams – students
perform procedures to demonstrate ability and skills in person or in
virtual mode

Learning
• Written Tests / Exams – students answer questions in writing or
electronically
• Oral Tests /Exams – students answer questions through spoken
communication in person or in virtual mode
• Practical Tests / Exams or Performance Tests / Exams – students
perform procedures to demonstrate ability and skills in person or in
virtual mode
In ROJoson TEST category,
TESTS / EXAMS will include only WRITTEN and ORAL TESTS / EXAMS.
PRACTICAL TESTS / EXAMS are not part of the TEST category.
TEST will be used primarily for COGNITIVE domain of learning.

Learning
OBSERVATION (ROJoson Operational Meaning and Usage as Measuring
Tool)
It involves the teacher or faculty watching students perform tasks or
react or respond to situations in an authentic or real environment and
then rating their knowledge, attitude, ability and performance.
It may be direct or indirect observation.
• Direct – actual watching (in person or virtual) followed by rating
• Indirect – analysis of records (like performance logbook and
learning-reflection portfolios) and reports (like anecdotes and
critical incidents) and followed by rating

Learning
OBSERVATION (ROJoson Operational Meaning and Usage as Measuring
Tool)
It involves the teacher or faculty watching or observing students
perform tasks or react or respond to situations and then rating their
knowledge, attitude, ability and performance in an authentic
environment.
ROJoson OBSERVATION category -
This will be used primarily for PSYCHOMOTOR and AFFECTIVE
domains of learning.

Learning
PROJECT or PROJECT-BASED TECHNIQUE (ROJoson Operational
Meaning and Usage as Measuring Tool)
It involves the students making hands-on project singlehandedly or
collaboratively with other students and then the teacher or faculty
rating their knowledge, attitude, ability and performance based on
formulated criteria.
A project is an undertaking consisting of a set, series or sequence of
tasks that must be completed within a defined timeline to accomplish
a specific set of goals to attain a desired outcome.

Learning
PROJECT or PROJECT-BASED TECHNIQUE (ROJoson Operational
Meaning and Usage as Measuring Tool)
It involves the students making hands-on project singlehandedly or
collaboratively with other students and then the teacher or faculty
rating their knowledge, attitude, ability and performance based on
formulated criteria.
A project is an undertaking consisting of a set, series or sequence of
tasks that must be completed within a defined timeline to accomplish
a specific set of goals to attain a desired outcome.
ROJoson PROJECT category -
This will be used primarily in assessing / evaluating holistically or
integratively and simultaneously the three domains of learning
(COGNITIVE, PSYCHOMOTOR and AFFECTIVE).

Learning
• They can be used for formative assessment as well as summative
assessment (evaluation). A teacher should just indicate the intent
of use.
• They can be graded or not. A teacher should just indicate it.

Learning
• They can be administered in-person or online.
• They can be administered in paper-pencil or electronic form.
• They can be administered synchronously (in-class) or
asynchronously (out-of-class)

Learning
• They are administered with a time limit.
• Short time period (less than an hour; one hour; 2 hours; etc.)
• Long time period (one week; one semester; one trimester; etc.)

Learning
DESIGN and DEVELOPMENT OF TOOLS
After deciding on which tool or combination of tools to use,
the next step is to design and develop it or them.

Learning
GENERAL STEPS
• Make a blueprint.
• Formulate the questions and assignments.
• Review the formulated questions and assignments.
• Administer the tools to the students.
• Continually improve the quality of the tools after evaluation of the
outcome of administration.

Learning
1st STEP: MAKE A BLUEPRINT
Different terms used for “BLUEPRINT”:
• Test Blueprint (most popular, most commonly used)
• Table of specifications
• Assessment Tool Blueprint or Roadmap
• Blueprint for Educational Measuring Tool Design and Development
(BEMTDD) – ROJoson prefers this term as this will not be limited to
TEST (can include OBSERVATION and PROJECT) and also can cover
educational objectives, program outcomes and learning objectives /
outcomes.

Learning
• Make a Blueprint for Educational Measuring Tool Design and
Development (BEMTDD)
Why a blueprint?
Blueprint is a map or specification of assessment items based on
educational outcomes and its primary function is to support the
validity of assessment with regard to its content – content validity. It
helps to align assessment items with the intended learning outcomes
and students learning experience.

Learning
Why a blueprint?
Blueprint describes the key elements of an assessment tool,
including the contents to be covered, the amount of
emphasis allocated to each content area, instructions on how
to implement, time allotment, etc.

Learning
SO
• Make a blueprint of the questions and assignments using the
program and learning objectives and outcomes as guide. Make an
allotment and prioritization of questions and assignments in
consideration of time to be given to the students to complete.
Include clear instructions for the students.
• Blueprint is usually in the form of a table (Table of Specifications).

Learning
GENERAL FORMAT OF A BLUEPRINT FOR EDUCATIONAL MEASURING TOOLS WITH
SEVERAL LEARNING OBJECTIVES AND OUTCOMES
Contents for
Assessment
Plans
Time
allotment
(overall)
Weight
(relative
importance
of contents)
Number of
questions
Types of
questions
Instructions
and notes
LO1
LO2
LO3
LO4
LO5
*LO – Learning Objectives / Outcomes

Learning
Contents for
Assessment
Plans
Time
allotment
(overall)
Weight
(relative
importance
of contents)
Number of
questions
Types of
questions
Instructions
and notes
LO1 + 1 TF
LO2 ++ 3 TF / MCQ
LO3 +++ 4 MCQ
LO4 ++ 3 TF / MCQ
LO5 ++++ 6 TF / MCQ
ONE
HOUR
EXAMPLE: WRITTEN TEST
Online test
Electronic
form

Learning
Contents for
Assessment
Plans
Time
allotment
(overall)
Weight
(relative
importance
of contents)
Number of
questions
Types of
questions
Instructions
and notes
LO1 5 min + 1 Define
LO2 10 min ++ 3 Describe
LO3 15 min +++ 4 Compare
LO4 10 min ++ 3 Explain
LO5 20 min ++++ 6 Discuss
ONE HOUR
EXAMPLE: ORAL TEST
ORAL
QUESTIONS
Have to
prepare a
checklist or
rating scale
on spoken
answers by
students to
guide
grading

Learning
Contents for
Assessment
Plans
Time
allotment
(overall)
Weight
(relative
importance
of contents)
Number of
questions
(per station)
Types of
questions
Instructions
and notes
LO1 / S1 15 min + 3
LO2 / S2 15 min ++ 4
LO3 / S3 15 min +++ 5
LO4 / S4 15 min ++ 4
LO5 / S5 15 min ++++ 6
*LO – Learning Objectives / Outcomes; S – Station 1 to 5
75 min
EXAMPLE: OBSERVATION – OSCE
(objective structured clinical exam)
What
procedures
to perform
in each
station
Have to
prepare a
checklist or
rating scale
on skill
performance
by students
to guide
grading

Learning
Contents for
Assessment
Plans
Time
allotment
(overall)
Weight
(relative
importance
of contents)
Number of
questions
Types of
questions
Instructions
and notes
LO1 + 1
LO2 ++ 1-2
LO3 +++ 1-2
LO4 ++ 1-2
LO5 ++++ 1-2
60 min
EXAMPLE: PROJECT –
ORAL CASE PRESENTATION AND DISCUSSION
Have to
prepare a
checklist or
rating scale
on criteria to
use to guide
grading
Oral
questions
on top of
judging case
presentation
and
discussion
itself
Optional

Learning
Contents for
Assessment
Plans
Time
allotment
(overall)
Weight
(relative
importance
of contents)
Number of
questions
Types of
questions
Instructions
and notes
LO1 +
LO2 ++
LO3 +++
LO4 ++
LO5 ++++
2 weeks to
complete
as
assignment
EXAMPLE: PROJECT –
WRITTEN CASE STUDY
Have to
prepare a
checklist or
rating scale
on criteria to
use to guide
grading
Not applicable as case
study will be analyzed
and judged based on
criteria derived from
LOs and other criteria

Learning
Contents for
Assessment
Plans
Time
allotment
(overall)
Weight
(relative
importance
of contents)
Number of
questions
Types of
questions
Instructions
and notes
LO1 +
LO2 ++
LO3 +++
LO4 ++
LO5 ++++
One
semester;
one year; 4
years; etc.
EXAMPLE: PROJECT ATTITUDE
Have to
prepare a
checklist or
rating scale
on criteria to
use to guide
grading in
observational
tools
Not applicable
as attitude will
be analyzed
and judged
based on
criteria derived
from LOs and
from direct and
indirect
observation
Not
applicable as
tools to be
used will be
observational
(direct
/indirect)

Learning
2nd STEP: FORMULATE THE QUESTIONS AND ASSIGNMENTS.
3rd STEP: REVIEW THE FORMULATED QUESTIONS AND ASSIGNMENTS
particularly in terms of clarity and time allotment. Preferably, ask for
another faculty’s review and feedback.

Learning
2nd STEP: FORMULATE THE QUESTIONS AND ASSIGNMENTS.
3rd STEP: REVIEW THE FORMULATED QUESTIONS AND ASSIGNMENTS
particularly in terms of clarity and time allotment. Preferably, ask for
another faculty’s review and feedback.
4th STEP: ADMINISTER THE TOOL/S TO THE STUDENTS.
5th STEP: CONTINUALLY IMPROVE THE QUALITY OF THE TOOLS AFTER
EVALUATION OF THE OUTCOME OF ADMINISTRATION.

Learning
Some essential pointers and examples in formulating the questions
and assignments:
• There must be CLEAR instructions or directions on how the tools
will be carried out by the teacher and accomplished by the
students.
• Information on the following should be CLEAR:
• Formative and summative assessment?
• Graded or not? How the grading will be made? What is the
passing grade, if graded?
• In-class or out-class? In person or virtual?
• Time limit?

Learning
and assignments:
• The questions or stem questions on all the different types of
measuring tools used must be CLEAR with NO ambiguous words and
with good grammar and syntax.
• There must be NO “DOUBLE NEGATIVES” in the statements and
questions.

Learning
and assignments:
Examples of “DOUBLE NEGATIVE” in stem questions:
• None of the following is True except:
• None of the following is False except:
• All of the following are True except:
• All of the following are False except:
In True / False statement:
• Clinical diagnosis cannot be formulated except with history and
physical examination.

Learning
and assignments:
TRUE / FALSE QUESTIONS
• Make sure statements used are explicitly 100% true or 100%
false.
• Be careful with the use of the following:
• Modal verbs (can, may, should, would, could)
• Absolute verbs (never, always, all, must)
• Don’t use statements with DOUBLE NEGATIVES.

Learning
and assignments:
• Make sure statements used are explicitly 100% true or 100%
false. Eg.
• Clinical diagnosis is formulated based on history and physical
examination. (GOOD – explicitly 100% true)
• Clinical diagnosis is oftentimes formulated based on history
and examination. (NOT GOOD because of the word
“oftentimes” – not explicit, thus subject to interpretation or
subjectivity)

Learning
and assignments:
• Be careful with the use of the following MODAL verbs (can, may,
should, would, could). Eg.
• Clinical diagnosis can be formulated based on history and
examination. (NOT GOOD - because of the word “can” – not
explicit, thus subject to interpretation or subjectivity). [Knowing the
inexactness of medicine, students tend to answer TRUE because of the word
“can.”]

Learning
and assignments:
• Be careful with the use of the following MODAL verbs (can, may,
should, would, could). Eg.
• Clinical diagnosis should be formulated based on history and
examination. (NOT GOOD - because of the word “should” – not
explicit, thus subject to interpretation or subjectivity – should or
could, may or should, etc.)

Learning
and assignments:
• Be careful with the use of the following ABSOLUTE verbs (never,
always, all, must). Eg.
• Clinical diagnosis is always formulated based on history and
examination. (NOT GOOD - because of the word “always”)

Learning
and assignments:
• Be careful with the use of the following ABSOLUTE verbs (never,
always, all, must). Eg.
• Clinical diagnosis is always formulated based on history and
examination. (NOT GOOD - because of the word “always”)
With the inexactness of medicine,
using NEVER, ALWAYS, ALL, MUST in the questions
are strictly speaking, the correct response is usually
FALSE. So, using ABSOLUTE verbs are considered “give-
away questions.”

Learning
and assignments:
• Don’t use statements with “DOUBLE NEGATIVES. Eg.
• Clinical diagnosis cannot be formulated except with history and
physical examination. (NOT GOOD – DOUBLE NEGATIVES –
CANNOT and EXCEPT – students will spend more time
deciphering on the question and get confused)

Learning
MULTIPLE CHOICE QUESTIONS (MCQ) - Parts
• Stem questions
• Options or responses with one correct / best answer and the
rest distractors
What is the most common breast tumor seen in Filipino patients? (Question stem)
a. Fibroadenoma
b. Breast cancer
c. Phyllodes tumor
d. Breast abscess
(a to d are options or alternative responses with one correct answer and 3
distractors)

Learning
and assignments:
MULTIPLE CHOICE QUESTIONS
• Instruct students to select the “best answer” rather than the
“correct answer.” Medicine is an inexact science. The distractors
may have an element of truth. This will discourage arguments
from students who may argue that their answer is correct.
• Make sure the statements in the stem questions are clear and
complete. The statements can be in complete question or
partial sentence. Complete questions are preferred.

Learning
and assignments:
• There should be one subject or topic per question.
• The stem questions must contain as much of the problem as
possible.
• The stem questions must NOT contain double negatives.

Learning
and assignments:
Examples of “DOUBLE NEGATIVE” in stem questions:
• None of the following is True except:
• None of the following is False except:
• All of the following are True except:
• All of the following are False except:

Learning
and assignments:
• Options should not overlap, should be mutually exclusive.
• The alternative or response options must be similar in form,
length, and grammatical construction. Long options tend to be
the correct answer.
• The distractors in the response options must be plausible to
avoid give-away answers.
• The questions must be stated with no wording or structure that
gives clue to the answer.

Learning
and assignments:
• The response options should not contain “all of the above” and
“none of the above” options as these statements make it easier to
guess the answer.
• “All of the above” means that a student just needs to identify
two of the correct choices to get the answer right.
• “None of the above” doesn’t mean that the student knows
the correct answer – just that they can recognize wrong
answers.

Learning
and assignments:
• In preparation of the graduates in taking the Philippine Physician
Licensure Examination (PLE), suggest using 4 options in the
MULTIPLE CHOICE QUESTIONS (as this is the format of the MCQ in
the PLE).

Learning
and assignments:
ESSAY QUESTIONS / ORAL TEST QUESTIONS
PROJECT ASSIGNMENTS
OBSERVATION TECHNIQUES
• There must be CLEAR instructions or directions on how the tools
will be carried out by the teacher and accomplished by the
students.
• The questions on all the different types of measuring tools used
must be CLEAR with NO ambiguous words and with good grammar
and syntax.

Learning
and assignments:
ESSAY QUESTIONS / ORAL TEST QUESTIONS
PROJECT ASSIGNMENTS
OBSERVATION TECHNIQUES
• There must be a formulation of checklists and if needed, rating
scales on the parameters and criteria to be used to grade the
answers , observed behavior and skills, and project outputs of the
students. The students must be made aware of the parameters
and criteria the the teacher will use in assessment and evaluation.

Learning
and assignments:
OBJECTIVE STRUCTURED CLINICAL EXAM

Learning
STATION ___: SPLINTING A FRACTURE
SCENARIO:
A 35-year-old Filipino male got hit by a car. After examining him, you
suspect a fracture on the middle third of the left leg. You are going
to transport him to a hospital. You are to splint the suspected fracture
before transporting him.
INSTRUCTIONS:
1. Order for materials you need for the procedurue. THEN,
2. Perform the splinting procedure.
Note: You are given 15 minutes to complete the assignment. Stop
what you are doing at the sound of a ringing of a bell.

Learning
ACTIVITIES: (Within 15 minutes)
1. Student reads instructions.
2. Student accomplishes assignment in 15 minutes.
3. Examiner fills up the checklist and rating scale.
4. Examiner gives feedback to student.
5. Examiner gives remedial (only if there is enough time).
6. Examiner prepares for the next student-examinee.

Learning
RESOURCES NEEDED:
Examiner simultaneously acting as pharmacist giving out materials
orderd by student and as the patient
Woods or newspapers
Cords
Checklist and rating scales

Learning
STUDENT’S NAME or No.: __________________________________________
YES (P, NI) NO REMARKS
MATERIALS
Splinting materials
Tying materials
SPLINTING
Readying materials for immediate use
Splinting
Gentle
Correct way
( ) Feedback given
( ) No need for remedial (P = pass); ( ) Still need improvement (NI); ( ) FAIL
Examiner: ____________________________Date:________________

Learning
and assignments:
CASE PRESENTATION AND DISCUSSION

Learning
LEARNING OBJECTIVES
Given a patient, mentees:
• Provide the details/clinical data clearly and concisely. (relevantly)
• Provide a good history and present complete physical examination
as one would proceed in a bedside preceptorial. (relevantly)
• Give differential diagnoses and explain on how the group arrived at
the primary working impression. (efficiently)
• Explain the pathophysiology of the disease at hand and may include
theoretical data or possible/existing epidemiology of it. (relevantly)
• Provide options for additional diagnostic maneuvers or studies.
• Provide surgical plan (or medical plans) or other treatment options.

Learning
CRITERIA for Case Presentation and Discussion
History and Physical Examination (5)
Able to enumerate and discuss the pertinent negatives and positives in the history and PE
that will lead to the diagnosis.
Primary Working Impression and Differentials (5)
Summarizes the salient features of the case, arrives at and justifies the primary working
impression, and discusses differential diagnoses.
Plan of Management: Diagnostics/Preparation (15)
Formulates a plan of diagnostic work-up to confirm primary impression, according to
standards of care, with consideration for cost-efficiency.
Plan of Management: Therapeutics/Surgery (15)
Decides on a viable plan for therapeutic approach, whether surgical or medical
/conservative, or both, and explains the rationale behind it putting more focus on the
surgical plan
Post-op Complications, Prognosis/Surveillance (5)
Explains concisely what to watch out for in the immediate post-operative course (within 30
days), and considerations regarding prognosis and surveillance (if CA)
Total ( /45)

Learning
 Discuss the utility of “Blueprint for Educational Measuring Tool
Design and Development.”
 Reproduce the table recommended by ROJoson that shows the
general format of a blueprint for educational measuring tools with
several learning objectives and outcomes.

Learning
 Give 3 samples of “good” TRUE / FALSE questions.
 Give 3 samples of “good” MULTIPLE CHOICE QUESTIONS.
 Give a sample of a Station in an OBJECTIVE STRUCTURED CLINICAL
EXAM with a rating scale.
 Give a sample of criteria to grade students in a case presentation
and discussion.

Learning
FOR ENHANCEMENT OF SELF-LEARNING
ASSIGNMENT
 Give 3 samples of “good” TRUE / FALSE questions.
 Give 3 samples of “good” MULTIPLE CHOICE QUESTIONS.
 Give a sample of a Station in an OBJECTIVE STRUCTURED CLINICAL
EXAM with a checklist and rating scale.
 Give a sample of criteria to grade students in a case presentation
and discussion.
(may use ROJoson template or other template).

Learning
FOR ENHANCEMENT OF SELF-LEARNING
FOR DEVELOPMENT OF THE MEDICAL SCHOOL
Compile all the blueprints on educational measuring tools done by the
current faculty and archive them for the school.
(PART OF QUALITY MANAGEMENT SYSTEM)
ASSIGNMENT

Tools in Measuring Program and Learning Outcomes of Medical Students – A Guide in Designing the Tools (Part 2)

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