Performance of undergraduate medical students: traditional viva voce v/s objectively structured viva-voce

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Author Details : Gargi Dangre-Mudey, Abhay Mudey, Meenakshi Khapre, Smita Fule

Volume : 3, Issue : , Year : 2016

Article Page : 75-79

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Abstract

Oral examinations are used as a mode of assessment of medical students. Traditional Viva voce has been used for examining student’s knowledge, basic concepts, comprehension level and also communication power in ‘question and answer’ format. The viva process can be standardized by the use of structured questions, structured mark sheet and pre-decided marking system. This can be achieved using objectively Structured Viva voce (OSVV).
This study was planned to compare the performance in traditional viva voce and OSVV to know whether OSVV can be a better tool for assessment of medical students.
Study was conducted during formative assessment in Microbiology. During II PCT practical examination in microbiology selected participants (50 II MBBS students) selected by systematic random sampling faced OSVV and traditional viva voce. Significantly more number of students passed in traditional viva than OSVV. It was found that number of students getting average marks (5-10) is more in traditional viva. 35 students had better rank on traditional than OSVV while 13 had better rank on OSVV  also  2 students do not had any alteration on ranks in both the types of assessment. The results indicate that traditional viva voce received significantly more favorable ranking than OSVV.
OSVV increases objectivity and reduces subjectivity as compared to traditional viva. Performance of students in OSVV can be improved by motivating them to prepare harder than the traditional viva to which they have become accustomed.

Keywords: OSVV, Assessment, Traditional viva, Students, Performance, Questionnaire

How to cite : Dangre-mudey G, Mudey A, Khapre M, Fule S, Performance of undergraduate medical students: traditional viva voce v/s objectively structured viva-voce. J Community Health Manag 2016;3():75-79

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