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Year : 2020  |  Volume : 6  |  Issue : 1  |  Page : 28-32

Critical appraisal of different university assessment papers in pharmacology according to the three Rs criteria

Department of Pharmacology, SMS Medical College, Jaipur, Rajasthan, India

Correspondence Address:
Dr. Kopal Sharma
Department of Pharmacology, SMS Medical College, Jaipur, Rajasthan
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/IJAM.IJAM_21_19

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Background: In this study, we had attempted to evaluate pharmacology examination papers of various Indian medical universities according to the three Rs criteria (i.e., reduce, refine, and replace). This could provide an insight into the deficiencies in the present assessment pattern and aid in necessary improvements. Materials and Methods: The past 10-year (2010–2019) university assessment papers for the second professional medical students in pharmacology subject from Rajasthan (Group A) were evaluated and compared with the same years' assessment papers from different states outside Rajasthan (Group B). Each question paper was scored. For “Reduce” criteria, a maximum score of 40 was given. Similarly, the maximum score for “Refine” category was 40. As “Replace” is an overlapping criterion, the paper could score a maximum of 20 scores only. A question paper could score a maximum of 100 score if it fulfills all the parameters for the given criterion. Thereafter based on the scores, grades were given to the papers. Results: There was a statistically significant difference in the scores of both Group A and Group B (P = 0.037). The mean score for Group A was greater than the Group B. Papers in both the groups need improvement in terms of the three Rs criteria. Conclusion: University question papers in pharmacology from Rajasthan universities as well as outside Rajasthan need improvement. It is only through the revisions in the pattern of assessment we would be able to train the students to achieve different competencies as per the new Medical Council of India curriculum. The following core competencies are addressed in this article: Medical knowledge, Patient care, Interpersonal and communication skills, Systems-based practice.

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