To quote from the "Excerpts from proposed GMER 2019
University Examinations"
"11.2.1 University examinations are to be designed with a view to ascertain whether the candidate has acquired the necessary knowledge, minimal level of skills, ethical and professional values with clear concepts of the fundamentals which are necessary for him/her to function effectively and appropriately as a physician of first contact. Assessment shall be carried out on an objective
basis to the extent possible.
11.2.2 Nature of questions will include different types such as
structured essays
(Long Answer Questions - LAQ),
Short Answers Questions (SAQ) and
objective type questions (e.g. Multiple Choice Questions - MCQ).
Marks for each part should be indicated separately. MCQs shall be accorded a
weightage of not more than 20% of the total theory marks. In subjects that
have two papers, the learner must secure at least 40% marks in each of the
papers with minimum 50% of marks in aggregate (both papers together) to
pass.
Also check "Annexure 2" :
Examples of theory questions
Sl. No.
Type Explanation Examples
1
Long essay
question
The question should pose a clinical/practical
problem to the students and require them to apply knowledge and integrate it with disciplines.
Avoid giving one liners as
questions. The question stem should be
structured and marking distribution should be provided.
Use action verbs from higher domains
as given in this document.
Please avoid simple recall based questions.
What is asked in the examination generally sets the agenda of what and how the students learn.
A 6 days old term neonate has presented with jaundice noted at 3 days of age. He is born out of normal delivery
at home.
On examination, he looks pale, has a liver of 5cms and spleen of 2 cms. Other systemic examination is
normal.
a. What is your provisional diagnosis?
b. Which other conditions need to be considered?
c. Enumerate the lab tests that you will order and
their likely reports in each of the diagnosis that you
considered.
d. Explain the physical findings in the light of
underlying derangements.
- Describe the clinical features, complications and
management of type 2 diabetes mellitus. (3+3+4=10)
The current above papers don't appear to conform?
Check out more examples of competence based assessment questions in various flavors shared here earlier in the links below :
"Practical/Clinical examination:
This part should include assessment in psychomotor and affective domain.
Assessment of clinical and procedural skills should be based on direct observations
by the examiners.
Avoid making this assessment mainly targeted to knowledge
domain only. e.g. by asking a learner in a room away from actual patient, “how
history was taken”. Instead, learner should be observed while he/she is taking history.
The competencies dealing mainly with skills and affective domains in each
subject must be included. Many of the tools mentioned for formative assessment may not be usable / feasible at the University examinations e.g. mini-CEX.
However, multiple tools like case presentations, OSCE and/or OSPE should be
employed.11,14,18-22."
Past formulations and IA (internal assessment) pilots of the practical exams as per the above NMC as well as KNRUHS guidelines archived here :
More about osce as a "medical cognition tool :
