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The 2nd Central Asian Medical Education ConferenceKaraganda, 10-11 October, 2013http://kgma.kz/en/blog36/3.html

Integration of Integration of Learning Objectives Learning Objectives

and Assessment Items: and Assessment Items: the the MüGeMüGe Software Software

Zekeriya Aktürk, Atatürk Universityhttp://www.atauni.edu.tr

Presentation Outline

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Higher Education in TurkeyLearning objectives and exam questions

The MüGe software

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Turkish Educational System

• The current Turkish Education System was built in accordance with the Atatürk Reforms after the Turkish War of Independence.

• It is a state supervised system mandating 12 years of basic education before university between the ages of 7 and 18

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image47.jpg

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• Entrance is regulated by a national examination, ÖSS, after which high school graduates are placed to the university space available, according to their performance.

• Over 1 500 institutions of higher educational programs are in operation.

Higher Education in Turkey

http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2009_2010.pdf

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• Annually, about 1.5 million students graduate from Turkish high schools.

• Nearly half of them are placed to some higher education.

• Total expenditure on education in Turkey is around 10% of the total budget.

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• Number of medical faculties: 82

• Total 8953 students were enrolled to medical faculties in 2013.

http://www.nkfu.com/2012-2013-tip-fakultesi-taban-puanlari/

Medical Education in Turkey

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Entrance to residency education

• Is done through the bi-yearly central placement exam TUS

• ~ 11 500 applications for each exam

• Of these ~ 4 500 are placed to specialty training/yearhttp://osym.gov.tr/Genel/dg.ashx?

DIL=1&BELGEANAH=34239&DOSYAISIM=TUSSayisalBilgiler2009_02.pdf

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Specialty training lasts 3-6 yearsSome Specialties* Duratio

n

Family medicine 3

Anatomy 3

Anestesiology and reanimation

4

Pediatrics 4

Public health 4

Biochemistry 4

Urology 5

General surgery 5

Emergency medicine 5

Cardiovascular surgery 6*Complete list available at: http://www.saglik.gov.tr/TR/dosya/1-49718/h/tipuzmyon.doc

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The Importance of Matching Learning Objectives and Exam Questions

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Your students’ curriculum is the content of your exam.

No matter what you intend to teach, they will focus on and learn what you measure.

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Example:

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Planned curriculum: You decided to have the following learning outcome Students will be able to measure brachial artery systolic

and diastolic blood pressure on patients using a sphyngomanometer

Applied curriculum: Your tutor Zekeriya goes to the class and does the following Clinical skills training of blood pressure measurement on

manikins

Measurement and Evaluation: In the exam you ask the following essay question Explain the steps of blood pressure measurement and give

normal range values.

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What are the students going to learn in the previous example?

Of course they will concentrate on the THEORY of blood pressure measurement. They may become competent in the KNOWLEDGE domain but not the SKILLS domain.

Another Example:

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Planned curriculum learning objective: Students will be able to count cardiac risk

factorsApplied curriculum:

Tutor facilitates learning of cardiac risk factorsMeasurement: MCQ

What are the normal limits for systolic blood pressure?

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MüGe: A Solution to Match Objectives

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With a project funded by Atatürk University research office we developed a software

The MüGe software is an internet based program.

MüGe Has 5 Linked Components

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1. The curriculum development module2. The distant module for feeding questions3. The question bank module4. The assessment and evaluation module5. The web module for displaying results

The curriculum development module

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http://sinavmatik.atauni.edu.tr:8081/TsWeb/

Student affairs can prepare the curriculum plan

Teachers can enter learning objectives for their courses.

Students and teachers can generate reports

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The distant module for feeding questions

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Teacher can log in from anywhere and feed their questions into the question bank.

Questions are matched with learning objectives

Teacher has to select the learning objective to be measured with the relevant question.

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The question bank module

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Questions will be accumulated in the question bank (cetral server accessible only by the administrator).

Evaluation Center prepares and applies the test

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The assessment and evaluation module

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Evaluation Center scores exam sheets of students

Questions are evaluated for their quality Discrimination index Difficulty index Choices

Reports are generated

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The web module for displaying results

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Students can view their scoresTeachers can monitor their studentsAdministrative staff can take reports

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Conclusion

In order to assure that learning objectives are met, assessment items have to match with the planned learning objectives.

Learning Management Systems are useful.Our web-based MüGe software proves to

be effective in matching learning objectives and assessment items.

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