/ 31 1 The 2nd Central Asian Medical Education Conference Karaganda, October, Integration of Learning Objectives and Assessment Items: the MüGe Software Zekeriya Aktürk, Atatürk University

Presentation Outline / 31 2  Higher Education in Turkey  Learning objectives and exam questions  The MüGe software

/ 31 3 Turkish Educational System The current Turkish Education System was built in accordance with the Atatürk Reforms after the Turkish War of Independence. It is a state supervised system mandating 12 years of basic education before university between the ages of 7 and 18

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6 Entrance is regulated by a national examination, ÖSS, after which high school graduates are placed to the university space available, according to their performance. Over institutions of higher educational programs are in operation. Higher Education in Turkey

/ 31 Annually, about 1.5 million students graduate from Turkish high schools. Nearly half of them are placed to some higher education. Total expenditure on education in Turkey is around 10% of the total budget. 7

/ 31 8 Number of medical faculties: 82 Total 8953 students were enrolled to medical faculties in Medical Education in Turkey

/ 31 9 Entrance to residency education Is done through the bi-yearly central placement exam TUS ~ applications for each exam Of these ~ are placed to specialty training/year USSayisalBilgiler2009_02.pdf

/ Specialty training lasts 3-6 years Some Specialties*Duration Family medicine3 Anatomy3 Anestesiology and reanimation4 Pediatrics4 Public health4 Biochemistry4 Urology5 General surgery5 Emergency medicine5 Cardiovascular surgery6 *Complete list available at:

/  The Importance of Matching Learning Objectives and Exam Questions

/  Your students’ curriculum is the content of your exam.  No matter what you intend to teach, they will focus on and learn what you measure.

/ Planned Curriculum Applied Curriculum Measurement and Evaluation

Example: /  Planned curriculum: You decided to have the following learning outcome  Students will be able to measure brachial artery systolic and diastolic blood pressure on patients using a sphyngomanometer  Applied curriculum: Your tutor Zekeriya goes to the class and does the following  Clinical skills training of blood pressure measurement on manikins  Measurement and Evaluation: In the exam you ask the following essay question  Explain the steps of blood pressure measurement and give normal range values.

/  What are the students going to learn in the previous example?  Of course they will concentrate on the THEORY of blood pressure measurement. They may become competent in the KNOWLEDGE domain but not the SKILLS domain.

Another Example: /  Planned curriculum learning objective:  Students will be able to count cardiac risk factors  Applied curriculum:  Tutor facilitates learning of cardiac risk factors  Measurement: MCQ  What are the normal limits for systolic blood pressure?

/ Planned Curriculum Applied Curriculum Measurement and Evaluation

MüGe: A Solution to Match Objectives /  With a project funded by Atatürk University research office we developed a software  The MüGe software is an internet based program.

MüGe Has 5 Linked Components / The curriculum development module 2.The distant module for feeding questions 3.The question bank module 4.The assessment and evaluation module 5.The web module for displaying results

The curriculum development module /

 Student affairs can prepare the curriculum plan  Teachers can enter learning objectives for their courses.  Students and teachers can generate reports / 31 21

The distant module for feeding questions / 31 22

 Teacher can log in from anywhere and feed their questions into the question bank.  Questions are matched with learning objectives  Teacher has to select the learning objective to be measured with the relevant question. / 31 23

The question bank module / 31 24

 Questions will be accumulated in the question bank (cetral server accessible only by the administrator).  Evaluation Center prepares and applies the test / 31 25

The assessment and evaluation module / 31 26

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 Evaluation Center scores exam sheets of students  Questions are evaluated for their quality  Discrimination index  Difficulty index  Choices  Reports are generated / 31 28

The web module for displaying results / 31 29

 Students can view their scores  Teachers can monitor their students  Administrative staff can take reports / 31 30

Conclusion  In order to assure that learning objectives are met, assessment items have to match with the planned learning objectives.  Learning Management Systems are useful.  Our web-based MüGe software proves to be effective in matching learning objectives and assessment items. / 31 31