::INDO AMERICAN JOURNAL OF PHARMACEUTICAL SCIENCES::

CODEN : IAJPBB
issn 2349-7750

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TITLE:

ASSESSING TOSBA AS A TEACHING METHOD TO PROVIDE FORMATIVE ASSESSMENT TO MEDICAL STUDENTS DURING THEIR CLINICAL ROTATION

AUTHORS:

Dr. Wajahat Shafi, Dr. Muhammad Ibrahim, Dr. Samee Ullah

ABSTRACT:

Aim: Group Objective Structured Bedside Assessment (TOSBA) is a learning approach in which a group of clinical understudies attempts a bunch of organized clinical undertakings with genuine patients to arrive at a conclusion, define an administration design, and get prompt criticism on their presentation from a facilitator. TOSBA was acquainted as developmental appraisal with the 8-week undergrad-showing program in Obstetrics and Gynecology (O&G) in 2013/14. Every understudy finished 5 TOSBA meetings during the revolution. The point of the study was to assess TOSBA as an instructing strategy to give developmental appraisal to clinical understudies during their clinical revolution. The exploration questions: Does TOSBA improve clinical, correspondence as well as thinking aptitudes. Does TOSBA give quality criticism? Methods: A forthcoming accomplice study led over a full scholastic year (2013/14). The investigation utilized 2 techniques to assess TOSBA as an instructing strategy to give developmental appraisal: (1) an online overview of TOSBA toward the finish of the turn and (2) an examination of the understudy execution in TOSBA with their exhibition in the last summative assessment. Our current research conducted at Jinnah Hospital, Lahore from June 2019 to May 2020. Results: In the 2013/14 academic year, 157 understudies completed the O&G program and the final summative evaluation. Each trainee has completed the required 5 TOSBA engagements. The response rate to the examination of understudies was 69% (n = 107/157). Understudies reported that the TOSBA program was a valuable learning engagement, with a positive effect on clinical, correspondence and thinking skills. Understudy studies rated the nature of criticism of TOSBA as high. The understudies recognized that the perception of exposure and criticism of the various understudies within their TOSBA group were strong. Successful understudies performed well in both the TOSBA and summative evaluations. Most under-students who did not do well in TOSBA hence passed the summative assessments (n = 20/21, 97%). But again, the lion's share of under-students who blew up the summative assessments scored well on the CSGH (n = 6/7, 86%). Conclusion: TOSBA has a positive effect on the clinical, correspondence and thinking skills of clinical understudies through the organization of first-rate reviews. The use of organized and pre-characterized courses, the perception of the performance and contribution of individual understudies and the use of real patients are key elements of TOSBA. Maintaining a strategic distance from the sufficiency of understudies and providing accurate information about TOSBA are constant challenges. Keywords: TOSBA, Formative Assessment, Medical Students, Clinical Rotation.