Study Of Integrated Teaching Assessment In Second MBBS Medical Students.

[摘要] Our study aimed to investigate the impact of integrated teaching assessment on the performanceof second-year students. The study assessed the students' performance in written examinations, objectivestructured clinical examinations (OSCEs), and problem-solving exercises. A quantitative researchapproach was employed, with a sample size of 50 students from a single batch. The students underwentintegrated teaching sessions covering various disciplines, and multiple assessment methods were used toevaluate their knowledge integration and application. Statistical analyses, including t-tests and chi-squaretests, were conducted to compare the performance between male and female students. The resultsshowed that female students exhibited slightly higher mean scores compared to male students in writtenexaminations and OSCEs. The differences were statistically significant for Written Exam 1 (p = 0.042) andOSCE 1 (p = 0.018). However, no significant gender differences were observed in the pass rates or gradedistributions of the problem-solving exercises. Integrated teaching assessment has several advantages,including promoting comprehensive learning, application of knowledge, critical thinking skills,interdisciplinary collaboration, efficient use of time, clinical relevance, lifelong learning, and improvedproblem-solving abilities.

[学科分类] 工程和技术（综合）

[关键词] integrated teaching;assessment;second-year MBBS;medical students.