Blended programmatic assessment for competency based curricula.

The uncertainty in all spheres of higher education due to the COVID-19 pandemic has had an unprecedented impact on teaching-learning and assessments in medical colleges across the globe. The conventional ways of assessment are now neither possible nor practical for certifying medical graduates. This has necessitated thoughtful considerations in making adjustments to the assessment system, with most institutions transitioning to online assessments that so far have remained underutilized. Programmatic assessment encourages the deliberate and longitudinal use of diverse assessment methods to maximize learning and assessment and at present can be utilized optimally as it ensures the collection of multiple low-stake assessment data which can be aggregated for high-stake pass/fail decisions by making use of every opportunity for formative feedback to improve performance. Though efforts have been made to introduce programmatic assessment in the competency-based undergraduate curriculum, transitioning to online assessment can be a potential opportunity if the basic tenets of programmatic assessment, choice of online assessment tools, strategies, good practices of online assessments and challenges are understood and explored explicitly for designing and implementing online assessments. This paper explores the possibility of introducing online assessment with face-to-face assessment and structuring a blended programmatic assessment in competency-based medical education.

Assessment toolbox for Indian medical graduate competencies.

The new competency-based medical education curriculum for Bachelor of Medicine and Bachelor of Surgery is being implemented in a phased manner in medical colleges across India since the year 2019. The Graduate Medical Education Regulations enlist a total of 35 global competencies for the five roles expected of an Indian medical graduate, the roles being clinician, communicator, leader, professional, and life-long learner. Along with an effective implementation of the new curriculum, both in spirit and in action, it is imperative to assess the listed competencies. The new curriculum demands a more careful and mature selection of assessment tools, based on the competency and its expected level of achievement. It is these two variables that make choosing the right assessment method not just a matter of choice, but also of expertise. An array of tools in our armamentarium can sometimes separate confuse and the teachers. So, using the right tool, in the right context, at the right juncture, supplemented by other tools, and backed by constructive feedback, can help nurture the good intent ingrained in the competency-based curriculum. Hence, an attempt was made to compile an assessment toolbox for various global competencies. A PubMed, Science Direct and Google Scholar search, with relevant keywords was carried out. To the initially extracted 90,121 articles, limitations were applied, duplicates were removed and screening for assessment of global competencies and its attributes was done to select 232 articles. Finally, 31 articles were used for designing the proposed toolbox. Prioritization for the tools for the global competencies was based on thorough literature review and extensive discussion. The evolved assessment toolbox is presented in this article, which would help teachers pick the most useful methods of assessment for global competencies.

Analysis of wind characteristics and wind energy resource assessment for Tonga using eleven methods of estimating Weibull parameters.

of wind characteristics and assessment of wind energy resource is carried out at a location in Tonga with the help of twelve months of measurements carried out at 34 m and 20 m heights above ground level. The daily, monthly and annual averages are computed. The wind shear analysis and its diurnal variation were studied and compared with the temperature variation. The turbulence levels at the two heights were estimated for the entire measurement period as well as for some typical days. For estimating the Weibull parameters, eleven methods were employed along with goodness of fit and error estimates to find the best method. The overall averaged wind speed for the entire period of study is estimated to be 4.41 m/s at 34 m above ground level. The predominant wind direction was south-east for Tonga. 'Moments' is seen to be the best method to determine accurate Weibull parameters. The average net annual energy production from one Vergnet 275 kW wind turbine is 198.57 MWh. A payback period of 8.95 years by installing five turbines near the measurement location was estimated, which is very encouraging in terms of investment. Installing wind turbines will lower the heavy reliance on the imported fossil fuels in the country and also help in achieving Sustainable Development Goal 7.