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MERIT RESEARCH JOURNAL OF EDUCATION AND REVIEW (MRJER) (ISSN: 2350-2282) (e-ISJN: A4372-2954)

 
 

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May 2018 Vol.6 No.5

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Salih KMA
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Merit Research Journal of Education and Review (ISSN: 2350-2282) Vol. 6(5) pp. 079-082, May, 2018

Copyright © 2018 Merit Research Journals

Original Research Article

Students Perception towards Blueprint in the College of Medicine, University of Bisha, KSA

 
 
 

Salih KMA1,2,3, Mohammed Abbas2,4, Abdullah M. AL-Shahrani5, Ishag M1,6, Awad I7, Abdulla Seif8 and Elhadi Miskeen9*

 

1Department of Medical Education. College of Medicine, University of Bisha, KSA
2Department of Pediatrics. College of Medicine, University of Bisha, KSA.
3Department of Pediatrics. College of Medicine, University of Bahri, Sudan
4Department of Pediatrics. College of Medicine, University of Ksala, Sudan
5Department Family Medicine. College of Medicine, University of Bisha, KSA
6Department Medicine. College of Medicine, University of Bisha, KSA
7Department Community Medicine. College of Medicine, University of Bisha, KSA
8Medical student, College of Medicine, University of Bisha, KSA
9Department of obstetrics and gynaecology. College of Medicine, University of Bisha, KSA

*Corresponding Author’s E-mail: emiskeen@ub.edu.sa / hadimiskeen19@gmail.com
Tel.: +966508013216

Accepted April 21, 2018

 

Abstract

 

Blueprint is one of the medical, educational innovations aiming at avoidance of any challenges to the validity or reliability of the test. College of Medicine (CM), university of Bisha (UB) was established four years ago and adopting SPICES innovative curriculum. The objective of this study is to study the students’ perceptions on the blueprint for their assessment and to evaluate its effectiveness as a tool to increase the content validity and reliability of assessment among student in College of Medicine, University of Bishah (2017-2018). This is prospective, cross-sectional study conducted among students of College of Medicine, University of Bisha. The strategy of the college is based mainly on student's center learning. Assessment is based on multiple tools of assessment. P value is taken as 0.05 to reject the null hypothesis. Permission was taken from the College research committee. Data was collected through a well-structured questionnaire. Students are requested to respond if the assessment is fair, covering all contents, outcomes, according to their weight, many easy or difficult questions and if blueprint allows them to enter the exam comfortably. Respondents were anonymous, the rate of response was 84.5%. Perceived exam as fair 63.4%, (assessment weight distributed according to content, outcomes and domain) 58.4%, questions distributed according to outcomes taught 59.1%, perceived exam containing many easy questions 55.9%, perceived exam contained many difficult questions 77.4% and mentioned that blueprint allow them to enter exam comfortably 45.2%. Our findings are not in agreement with other findings because we are dealing with innovative curriculum, our blueprint although falls with the objectives, but the blueprint is not published and finally, we are a new college in the early phase of establishing our system and traditions. Approximately half to two third of our students had positive answers to the research questions. It is highly recommended for the sake of test validity and reliability to prepare blueprint with proper weighting.

Keywords: Students’ perception, Blueprint, Educational Innovation













 

 

 

















 
 


 






 




 
 









 








 
























 

 
 
   
   
   
   
   
   
   
   
   
   
   
 
 
 
 
 
 
 
 
   
 
                         

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