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Competency-based integrated practical examinations: Bringing relevance to basic science laboratory examinations.

Riffat Shafi1, Khurram Irshad, Mobeen Iqbal

  • 1Department of Basic Health Sciences, Shifa College of Medicine, Sector H-8/4, Islamabad, Pakistan. shafiriffat@hotmail.com

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This summary is machine-generated.

Integrated practical examinations (IPEs) enhance the relevance of basic science laboratory assessments. Competency-based IPEs were well-received by students and faculty, promoting critical thinking and clinical application.

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Area of Science:

  • Medical Education
  • Assessment Methods

Background:

  • Traditional subject-based practical exams lack clinical relevance.
  • Competency-based integrated practical examinations (IPEs) were developed for early medical years.
  • IPEs integrate basic science with clinical application in an innovative curriculum.

Purpose of the Study:

  • To enhance the relevance of basic science laboratory practical examinations.
  • To implement competency-based integrated practical examinations (IPEs).

Main Methods:

  • IPEs designed using competency-based blueprinting for integrated modules.
  • Clinical scenarios, laboratory tests, physical diagnosis, and ethics assessed using standardized patients.
  • Student and faculty feedback collected via questionnaires and focus group discussions.

Main Results:

  • High student agreement on IPEs being useful, fair, and less stressful.
  • Over 80% of students felt IPEs promoted critical thinking and knowledge application.
  • Students suggested improvements in organization and station duration; faculty also responded positively.

Conclusions:

  • Integrated practical examinations (IPEs) demonstrate strong acceptance by both students and faculty.
  • IPEs are a valuable tool for improving medical practical assessments.
  • The approach successfully bridges basic science principles with clinical relevance.