Technology-assisted viva voce exams: A novel approach aimed at addressing student anxiety and assessor burden in oral assessment

BACKGROUND AND PURPOSE

Viva voce (VIVA) exams are resource intensive, can be prone to inter-rater reliability issues, and induce anxiety in many students. Costs, reliability, validity, and student welfare have been targeted for VIVA re-design. The objective of this study is to design and assess if a less labour-intensive approach to VIVA exams is acceptable to students, reducing student anxiety, whilst maintaining authenticity of the assessment.

EDUCATIONAL ACTIVITY AND SETTING

The School of Pharmacy and Medical Sciences (Griffith University) delivers undergraduate and postgraduate pharmacy degrees, which contain multiple VIVAs. We have designed and implemented a modified VIVA called the technology-assisted VIVA exam (TaVIVA) utilising remote recording, retrospective marking, and pre-recorded multimedia delivered questions to test student acceptability, impact on student anxiety, and inform potential delivery as a summative assessment.

FINDINGS

Student responses were overwhelmingly positive, reporting satisfaction with the TaVIVA. There was strong agreement that the school should continue to develop the TaVIVA. Students perceived that it was fairer than traditional VIVAs and less anxiety inducing. However, students indicated that the traditional VIVA was more authentic and that they eventually need to conduct a VIVA in the presence of an assessor.

SUMMARY

The TaVIVA is an innovative assessment approach with potential benefits over the traditional VIVA, including facilitation of assessment consistency and reductions in student anxiety. We postulate that the TaVIVA is a useful and valid means of scaffolding student performance in VIVA assessment.

Current Trends and Opportunities for Competency Assessment in Pharmacy Education-A Literature Review

An increasing emphasis on health professional competency in recent times has been matched by an increased prevalence of competency-based education models. Assessments can generate information on competence, and authentic, practice-based assessment methods are critical. Assessment reform has emerged as an academic response to the demands of the pharmacy profession and the need to equip graduates with the necessary knowledge, skills and attributes to face the challenges of the modern workforce. The objective of this review was to identify and appraise the range of assessment methods used in entry-level pharmacy education and examine current trends in health professional assessment. The initial search located 2854 articles. After screening, 36 sources were included in the review, 13 primary research studies, 12 non-experimental pharmacy research papers, and 11 standards and guidelines from the grey literature. Primary research studies were critically appraised using the Medical Education Research Study Quality Instrument (MERSQI). This review identified three areas in pharmacy practice assessment which provide opportunities for expansion and improvement of assessment approaches: (1) integrated approaches to performance assessment; (2) simulation-based assessment approaches, and; (3) collection of validity evidence to support assessment decisions. Competency-based assessment shows great potential for expanded use in pharmacy, but there is a need for further research and development to ensure its appropriate and effective use.

Medical students' perception of test anxiety triggered by different assessment modalities

OBJECTIVES

Test anxiety is well known among medical students. However, little is known about test anxiety produced by different components of exam individually. This study aimed to stratify varying levels of test anxiety provoked by each exam modality and to explore the students perceptions about confounding factors.

METHODS

A self-administered questionnaire was administered to medical students. The instrument contained four main themes; lifestyle, psychological and specific factors of information needs, learning styles, and perceived difficulty level of each assessment tool.

RESULTS

A highest test anxiety score of 5 was ranked for "not scheduling available time" and "insufficient exercise" by 28.8 and 28.3% students, respectively. For "irrational thoughts about exam" and "fear to fail", a highest test anxiety score of 5 was scored by 28.8 and 25.7% students, respectively. The highest total anxiety score of 1255 was recorded for long case exam, followed by 975 for examiner-based objective structured clinical examination. Excessive course load and course not well covered by faculty were thought to be the main confounding factors.

CONCLUSIONS

The examiner-based assessment modalities induced high test anxiety. Faculty is urged to cover core contents within stipulated time and to rigorously reform and update existing curricula to prepare relevant course material.

Group in-course assessment promotes cooperative learning and increases performance

The authors describe and evaluate a method to motivate medical students to maximize the effectiveness of dissection opportunities by using In-Course-Assessments (ICAs) to encourage teamwork. A student's final mark was derived by combining the group dissection mark, group mark for questions, and their individual question mark. An analysis of the impact of the ICA was performed by comparing end of module practical summative marks in student cohorts who had, or had not, participated in the ICAs. Summative marks were compared by two-way ANOVA followed by Dunnets test, or by repeated measures ANOVA, as appropriate. A cohort of medical students was selected that had experienced both practical classes without (year one) and with the new ICA structure (year two). Comparison of summative year one and year two marks illustrated an increased improvement in year two performance in this cohort. A significant increase was also noted when comparing this cohort with five preceding year two cohorts who had not experienced the ICAs (P <0.0001). To ensure that variation in the practical summative examination was not impacting on the data, a comparison was made between three cohorts who had performed the same summative examination. Results show that students who had undertook weekly ICAs showed significantly improved summative marks, compared with those who did not (P <0.0001). This approach to ICA promotes engagement with learning resources in an active, team-based, cooperative learning environment.