The 2nd Central Asian Medical Education Conference Karaganda, 10-11 October, 2013

1. Integration of Learning Objectives and Assessment Items: the MüGe Software The 2nd Central Asian Medical Education Conference Karaganda, 10-11 October, 2013 http://kgma.kz/en/blog36/3.html / 31 Zekeriya Aktürk, Atatürk University http://www.atauni.edu.tr

2. Presentation Outline • Higher Education in Turkey • Learning objectives and exam questions • The MüGe software / 31

3. 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 / 31

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6. Higher Education in Turkey • 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. http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2009_2010.pdf / 31

7. 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. / 31

8. Medical Education in Turkey • Number of medical faculties: 82 • Total 8953 students were enrolled to medical faculties in 2013. / 31 http://www.nkfu.com/2012-2013-tip-fakultesi-taban-puanlari/

9. 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/year http://osym.gov.tr/Genel/dg.ashx?DIL=1&BELGEANAH=34239&DOSYAISIM=TUSSayisalBilgiler2009_02.pdf / 31

10. Specialty traininglasts 3-6 years / 31 *Complete list available at: http://www.saglik.gov.tr/TR/dosya/1-49718/h/tipuzmyon.doc

11. The Importance of Matching Learning Objectives and Exam Questions / 31

12. 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. / 31

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14. Example: • 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. / 31

15. 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. / 31

16. Another Example: • Planned curriculum learning objective: • Students will be able to count cardiac risk factors • Applied curriculum: • Tutor facilitates learning of cardiac risk factors • Measurement: MCQ • What are the normal limits for systolic blood pressure? / 31

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18. MüGe: A Solution to Match Objectives • With a project funded by Atatürk University research office we developed a software • The MüGe software is an internet based program. / 31

19. MüGe Has 5 Linked Components • The curriculum development module • The distant module for feeding questions • The question bank module • The assessment and evaluation module • The web module for displaying results / 31

20. The curriculum development module http://sinavmatik.atauni.edu.tr:8081/TsWeb/ / 31

21. Student affairs can prepare the curriculum plan • Teachers can enter learning objectives for their courses. • Students and teachers can generate reports / 31

22. The distant module for feeding questions / 31

23. 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. / 31

24. The question bank module / 31

25. Questions will be accumulated in the question bank (cetral server accessible only by the administrator). • Evaluation Center prepares and applies the test / 31

26. The assessment and evaluation module / 31

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28. Evaluation Center scores exam sheets of students • Questions are evaluated for their quality • Discrimination index • Difficulty index • Choices • Reports are generated / 31

29. The web module for displaying results / 31

30. Students can view their scores • Teachers can monitor their students • Administrative staff can take reports / 31

31. 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. / 31