Comparison of electronic versus conventional assessment methods in ophthalmology residents; a learner assessment scholarship study

Background: Assessment is a necessary part of training postgraduate medical residents. The implementation of methods located at the �shows how� level of Miller�s pyramid is believed to be more effective than previous conventional tools. In this study, we quantitatively compared electronic and conventional methods in assessing ophthalmology residents. Methods: In this retrospective study, eight different conventional methods of assessment including residents� attendance, logbook, scholarship and research skills, journal club, outpatient department participation, Multiple Choice Question (MCQ), Objective Structured Clinical Examination (OSCE), and professionalism/360-degree (as one complex) were used to assess 24 ophthalmology residents of all grades. Electronic media consisting of an online Patient Management Problem (e-PMP), and modified electronic OSCE (me-OSCE) tests performed 3 weeks later were also evaluated for each of the 24 residents. Quantitative analysis was then performed comparing the conventional and electronic assessment tools, statistically assessing the correlation between the two approaches. Results: Twenty-four ophthalmology residents of different grades were included in this study. In the electronic assessment, average e-PMP scores (48.01 ± 12.40) were much lower than me-OSCE (65.34 ± 17.11). The total average electronic score was 56.67 ± 11.28, while the total average conventional score was 80.74 ± 5.99. Female and male residents� average scores in the electronic and conventional method were (59.15 ± 12.32 versus 83.01 ± 4.95) and (55.19 ± 10.77 versus 79.38 ± 6.29), respectively. The correlation between modified electronic OSCE and all conventional methods was not statistically significant (P-value >0.05). Correlation between e-PMP and six conventional methods, consisting of professionalism/360-degree assessment tool, logbook, research skills, Multiple Choice Questions, Outpatient department participation, and Journal club active participation was statistically significant (P-value < 0.05). The overall correlation between conventional and electronic methods was significant (P-value = 0.017). Conclusion: In this study, we conclude that electronic PMP can be used alongside all conventional tools, and overall, e-assessment methods could replace currently used conventional methods. Combined electronic PMP and me-OSCE can be used as a replacement for currently used gold-standard assessment methods, including 360-degree assessment. © 2021, The Author(s)

Internationalization Distance Education Curricula in Iran Higher Education

The purpose of this study with a descriptive-survey method is to investigate the trends and dimensions of curricula internationalization process with a distance education approach in higher education in Iran. It examines the necessity of internationalization of curriculum as well identifying the factors, conditions, resources, equipment, limitations, opportunities and appropriate strategies to do so. Using cluster-stratified sampling and Cochran formula, 543 university professors and Iranian and foreign students at five universities in Tehran were selected to fill out the questionnaire which consisted of 8 areas and 96 questions. The data analysis was carried out using one sample t-test, Friedman test and standard deviation. Based on the findings, to accompany globalization and to introduce Iranian culture and civilization to the world, curricula internationalization in higher education is a necessary issue; Distance education can be an effective strategy to achieve the above due to its high degree of flexibility and its ability to overcome geographical, political, economic and cultural borders. The most influential factor in succeeding in internationalizing curriculum with a distance education approach in higher education of Iran are: increasing international cooperation of universities, expanding use of the international language in teaching, revising the current rules and regulations and clarifying them, increasing financial and human resources, developing technological infrastructure, exploiting cultural similarities and a large number of applicants who want to study aboard in the middle east, selecting appropriate subjects and considering transformative approach in curriculum components or change in thought paradigms of teachers and learners for the sake of change in materials and how to teach them