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Year : 2017  |  Volume : 7  |  Issue : 5  |  Page : 27-32

Critical review of “Family health advisory services” assessment in MBBS training program in community medicine

1 Centre for Community Medicine, AIIMS, New Delhi, India
2 CMET, AIIMS, New Delhi, India

Correspondence Address:
Dr. Kiran Goswami
Room No 30, CCM, Old OT Block, AIIMS, Ansari Nagar, New Delhi
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/ijabmr.IJABMR_155_17

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Context: Family Health Advisory Services (FHAS) posting as well as its assessment is resource demanding but fails to enjoy priority. Study focuses on a holistic overview of the assessment process to understand need for change. Aims: The aim of this study is to identify perceived gaps in current assessment practices related to FHAS posting. Settings and Design: A cross-sectional mixed method study among all the V semester students currently undergoing assessment for the posting, past students (selected VII semester students and interns), preceptors (supervising residents – postgraduate students in department and senior resident, health assistants, medical social service officer), and involved faculty. Subject and Methods: Self-administered questionnaire, in-depth interview, focus group discussions (two) as well as observations using checklist were used for data collection and triangulation. Statistical Analysis Used: Quantitative data used in this study were statistical measures of central tendency and dispersion. Qualitative data transcript repeatedly read to identify underlying common themes, compared to draw inference. Results: There was a lack of guidelines and communication regarding assessment. Formative assessment was not performed and replaced by one time end assessment. All components of learning were not assessed. End-posting assessment was not standardized and unrelated to learning objectives. Award of scores was skewed toward right for intervention and toward left for analysis and community diagnosis. Conclusions: There is a need to focus on proper implementation of programme to strengthen formative assessment. Assessment should be relevant to learning objectives of posting. Faculty has to lead by example.

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