Author(s)

Japheth Kipkulei^1*, Simon Kangethe², Frankline Boibanda², Hellen Jepngetich³, Teresa Lotodo¹, Joel Kirinyet⁴

¹Department of Pathology, Thematic Section of Haematology and Blood Transfusion, School of Medicine, Moi University, Eldoret, Kenya.
²Department of Community Health, Family Medicine and Medical Education, School of Medicine, Moi University, Eldoret, Kenya.
³Department of Environmental Health, School of Public Health, Moi University, Eldoret, Kenya.
⁴Department of Medical Laboratory Sciences, School of Medicine, Moi University, Eldoret, Kenya.

Background: Assessment is the systematic collection, review, and use of information about educational programs undertaken to improve teaching and learning. It ensures quality in training programmes, motivates, and directs students’ learning. Assessment is also used for verification of achievement of objectives of training, feedback to students, licencing, certification, and screening of students for advanced training. It is guided by several principles, including the aims of the assessment (why assess), who to assess, timing (when to assess), what to assess, methods (how to assess), and the criteria for determining the usefulness of the assessment. Objective: To describe the assessment methods used during clinical years of the undergraduate programme at Moi University School of Medicine (MUSOM) and determine the student’s perspectives concerning the comprehensiveness, relevance, objectivity of various assessment methods and challenges faced. Methodology: The study was carried out at MUSOM and a cross-sectional study design was employed. Ten study participants were studied using convenience sampling. Data were collected using an interview guide and was analyzed using content analysis. An informed consent was obtained from the study participants. Results: The methods used during clinical years at MUSOM for assessing knowledge and its applications include multiple-choice questions (MCQ), short answer questions (SAQ), modified essay questions (MEQ), long essay questions (LEQ), and oral exam. Whereas the methods for assessing clinical competence include long case, short cases, objective structured clinical examinations (OSCE), and logbook. Students felt that MCQs were comprehensive, objective, and relevant to the curriculum content. They reported that feedback was not provided after assessments. Conclusion: The assessment methods used at MUSOM during clinical years include MCQ, SAQ, MEQ, LEQ, Short cases, long cases, and OSCE. Students reported varied perceptions of the different assessment methods but favored MCQ and OSCE over other formats for assessing knowledge and clinical skills respectively.

Medical Education, Assessment Methods, Clinical Years, Undergraduate

Kipkulei, J. , Kangethe, S. , Boibanda, F. , Jepngetich, H. , Lotodo, T. and Kirinyet, J. (2022) Assessment Methods Used during Clinical Years of Undergraduate Medical Education at Moi University School of Medicine, Kenya. Health, 14, 296-305. doi: 10.4236/health.2022.143023.