Perceived Confidence of Participants after Attending Assessment Sessions in Faculty Development Training

  • Rano Mal Piryani Universal College of Medical Sciences (UCMS), Bhairahawa, Nepal   
  • Sunil Piryani Aga Khan University, Karachi, Pakistan.
  • Mandira Shahi Institute of Medicine,Tribhuvan University, Maharajganj, Kathmandu, Nepal
Keywords: Assessment, Faculty development training, Feedback, Health profession education


Introduction: It is indispensable for health profession educators to be acquainted with and trained on the level of assessment being conducted according to the revised Blooms Taxonomy and Miller’s Pyramid. The objective of the study was to assess the perceived confidence of participants of FDT on sessions of assessment using retro-pre-questionnaire.

Methodology: Three assessment sessions, each of 2-hours, were conducted in FDT organized by National Centre for Health Professions Education, Tribhuvan University Institute of Medicine, Nepal in September 16-21, 2018. They were 1) educational evaluation and fundamentals of assessment; 2) assessment of knowledge and understanding and 3) Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE). Feedback was taken on semi-structured retro-pre Questionnaire and analysis was done.  

Results: All 24 participants from basic, clinical, dental and nursing faculty rated assessment sessions on scale of 1-10 (1=poor-10=excellent) for usefulness (7.75±1.62), content (7.63 ±1.40), relevance of session & content (7.79±1.44), facilitation (7.92±1.53) and overall (7.79±1.14). The rating was notable. Difference in self-reported confidence of participants before and after sessions on ten statements; develop blueprint, Multiple Choice Questions (MCQs), Long Essay Questions (LEQs), Short Answer Questions (SAQs), Modified Essay Questions (MEQs), Problem Based Questions(PBQs), blueprint for OSCE/OSPE, convert blueprint for OSCE /OSPE into Test-map, construct OSCE/OSPE and conduct examination was significant (p-value <0.001). Several participants suggested allocating more time for assessment sessions in training and increasing time for group work.

Conclusion: Participants acknowledged the importance of assessment, learning assessment methods and process. Their perceived confidence level was significantly improved for developing blueprint, MCQs, SAQs, MEQs, PBQs, Test Map, OSCE/OSPE and conducting examination.

Author Biographies

Rano Mal Piryani, Universal College of Medical Sciences (UCMS), Bhairahawa, Nepal   

Professor of internal medicine


Sunil Piryani, Aga Khan University, Karachi, Pakistan.

Department of Community health Sciences 

Mandira Shahi, Institute of Medicine,Tribhuvan University, Maharajganj, Kathmandu, Nepal

National Center for Health Professions Education (NCHPE),