Background: Viva voce examinations play an important evaluation process in the medical degree course in most of the Universities around the World. They mainly assess the cognitive domain and if well structured, become an important process of evaluation. Traditionally, a conventional non-structured oral examination was a practice and still remains as an evaluation process in a few countries. Over the years, different medical schools have evolved on such examinations and have come out with structured, standardized viva voce examinations. The research studies on such examinations have positive impact. Among the faculty of Medicine, an integrated curriculum is in practice and a well-structured oral examination is the norm. It is well perceived by students, teachers and external examiners as they have expressed their satisfaction and appreciation. Since, the literature available is insufficient to qualify structured oral examination (SOE) examinations, we proposed the present study and evaluated through student feedback. Methods: A total of eighty students participated in the study. Out of eighty students forty were assigned for structured oral examination and remaining forty for traditional conventional viva voce examination by different set of examiners. A validated questionnaire was given to all the students for obtaining their feedback after the viva voce session. Results: The learning objective is well covered in structured oral examination (SOE) when compared to conventional oral examination (COE). The study findings proved that SOE is scientific and a satisfactory process. Conclusion: The study concludes that SOE is well tested and reliable form of oral examination. It is an objective uniform evaluation method. In an integrated curriculum, it further authenticates that, clinical scenario based approach is beneficial for a holistic integrated evaluation.
D’Souza, Urban John Arnold; Abdullah, Ahmad Faris; and Mustapha, Zainal Arifin
"Standardized viva-voce examination: Year 1 medical degree programme in an integrated undergraduate medical curriculum in a Malaysian University,"
Manipal Journal of Medical Sciences: Vol. 1:
2, Article 7.
Available at: https://impressions.manipal.edu/mjms/vol1/iss2/7