This document outlines instructions for principals and examiners regarding the UG practical examination conducted by Karnatak University in March/April 2018. It provides details on examination dates, instructions for principals before, during and after the exam, and instructions for examiners before, during and after the exam. Key points include exam dates from March 23 to April 6, 2018, instructions on setting up exam batches, appointing examiners, conducting exams, and submitting marks lists and attendance sheets after the completion of exams.
Objective Structured Practical/Clinical ExaminationAmit Newton
The document discusses Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) which are assessment tools used to evaluate clinical and practical skills. OSCE/OSPE involve assessing students through multiple stations that simulate real-life scenarios using standardized patients and checklists. They provide a more objective way to evaluate students' skills compared to traditional exams. The document outlines the development, components, organization, and importance of OSCE/OSPE in assessing various clinical and practical skills in health professional education.
This document provides information about objective structured clinical examinations (OSCEs) and objective structured practical examinations (OSPEs). It defines OSCEs as practical exams that assess clinical skills using standardized patients or models, structured tasks, and detailed checklists. The document outlines the history, purpose, development, administration and advantages/disadvantages of OSCEs. Key steps in preparing an OSCE include defining the purpose of each station, writing instructions, developing checklists, and training standardized patients or examiners. OSCEs aim to objectively and reliably evaluate clinical competencies.
The document discusses Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) as assessment tools for evaluating clinical skills. It defines OSCE and OSPE, describes their methodology using examples of stations, and discusses their advantages and disadvantages. The document also covers the Semantic Differential Scale used to measure psychological meanings and attitudes towards concepts using bipolar adjective scales. It discusses the history, methodology, usage and factors of the Semantic Differential Scale.
The document describes the components of an Objective Structured Clinical Examination (OSCE). It discusses 8 key components: 1) an examination coordinating committee, 2) an examination coordinator, 3) lists of skills to be assessed, 4) criteria for scoring, 5) examinees, 6) examiners, 7) examination sites, and 8) examination stations. The OSCE assesses clinical competencies through a circuit of 10-15 timed stations using standardized patients and examiners to evaluate skills like history taking, physical exams, and technical procedures.
OSCE Tool for Improving B. Sc. Nursing Students' Antenatal , Examinationiosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice.The journal publishes original papers, reviews, special and general articles, case management etc.
The document discusses Objective Structured Practical Examination (OSPE), a type of practical exam used to assess clinical skills. It defines OSPE as an exam that uniformly and objectively tests each component of clinical competence for all students. Key features noted are that it tests both the process and product, uses broad content and objective scoring rubrics. OSPE consists of multiple stations that assess different skills over time periods like 4-15 minutes as students rotate through.
1) OSCE was introduced in 1975 as a standardized tool to objectively assess clinical competencies such as history taking, physical examination, communication skills, and data interpretation. It consists of stations that evaluate specific competencies using checklists.
2) The article discusses issues with OSCE including concerns about validity, objectivity, reliability, and lack of clear passing standards. It also notes that Indian experiences with OSCE are limited.
3) The authors argue for a cautious approach when considering OSCE as a supplementary assessment tool in India, given the need to address its limitations and sensitize faculty and students. Standard setting and determining minimum passing scores are highlighted as particular challenges.
This document provides guidance for conducting an Objective Structured Clinical Examination (OSCE) in nursing. It outlines the objectives, definition, purposes, and arrangement of stations for an OSCE. It describes the different types of stations including cognitive, procedural, interpretive, communication, and viva stations. Examples are provided for each station type along with instructions, scenarios, questions, scoring, and timing. The conclusion emphasizes the need for preparation of materials, separate spaces for examiners, and checklists to effectively conduct the OSCE and assess nursing students' clinical skills and competencies.
Objective Structured Practical/Clinical ExaminationAmit Newton
The document discusses Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) which are assessment tools used to evaluate clinical and practical skills. OSCE/OSPE involve assessing students through multiple stations that simulate real-life scenarios using standardized patients and checklists. They provide a more objective way to evaluate students' skills compared to traditional exams. The document outlines the development, components, organization, and importance of OSCE/OSPE in assessing various clinical and practical skills in health professional education.
This document provides information about objective structured clinical examinations (OSCEs) and objective structured practical examinations (OSPEs). It defines OSCEs as practical exams that assess clinical skills using standardized patients or models, structured tasks, and detailed checklists. The document outlines the history, purpose, development, administration and advantages/disadvantages of OSCEs. Key steps in preparing an OSCE include defining the purpose of each station, writing instructions, developing checklists, and training standardized patients or examiners. OSCEs aim to objectively and reliably evaluate clinical competencies.
The document discusses Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) as assessment tools for evaluating clinical skills. It defines OSCE and OSPE, describes their methodology using examples of stations, and discusses their advantages and disadvantages. The document also covers the Semantic Differential Scale used to measure psychological meanings and attitudes towards concepts using bipolar adjective scales. It discusses the history, methodology, usage and factors of the Semantic Differential Scale.
The document describes the components of an Objective Structured Clinical Examination (OSCE). It discusses 8 key components: 1) an examination coordinating committee, 2) an examination coordinator, 3) lists of skills to be assessed, 4) criteria for scoring, 5) examinees, 6) examiners, 7) examination sites, and 8) examination stations. The OSCE assesses clinical competencies through a circuit of 10-15 timed stations using standardized patients and examiners to evaluate skills like history taking, physical exams, and technical procedures.
OSCE Tool for Improving B. Sc. Nursing Students' Antenatal , Examinationiosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice.The journal publishes original papers, reviews, special and general articles, case management etc.
The document discusses Objective Structured Practical Examination (OSPE), a type of practical exam used to assess clinical skills. It defines OSPE as an exam that uniformly and objectively tests each component of clinical competence for all students. Key features noted are that it tests both the process and product, uses broad content and objective scoring rubrics. OSPE consists of multiple stations that assess different skills over time periods like 4-15 minutes as students rotate through.
1) OSCE was introduced in 1975 as a standardized tool to objectively assess clinical competencies such as history taking, physical examination, communication skills, and data interpretation. It consists of stations that evaluate specific competencies using checklists.
2) The article discusses issues with OSCE including concerns about validity, objectivity, reliability, and lack of clear passing standards. It also notes that Indian experiences with OSCE are limited.
3) The authors argue for a cautious approach when considering OSCE as a supplementary assessment tool in India, given the need to address its limitations and sensitize faculty and students. Standard setting and determining minimum passing scores are highlighted as particular challenges.
This document provides guidance for conducting an Objective Structured Clinical Examination (OSCE) in nursing. It outlines the objectives, definition, purposes, and arrangement of stations for an OSCE. It describes the different types of stations including cognitive, procedural, interpretive, communication, and viva stations. Examples are provided for each station type along with instructions, scenarios, questions, scoring, and timing. The conclusion emphasizes the need for preparation of materials, separate spaces for examiners, and checklists to effectively conduct the OSCE and assess nursing students' clinical skills and competencies.
This document provides an overview of Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE). It discusses the background, purposes, methodology, advantages and disadvantages of OSCE/OSPE. Key points include that OSCE/OSPE aims to objectively and reliably evaluate clinical skills through structured stations using checklists. Stations typically last 3-10 minutes and assess skills like history taking, physical exams, procedures. OSCE/OSPE provides a standardized way to assess students and has been found to improve evaluation objectivity and student satisfaction compared to traditional exams. Challenges include the significant planning and resources required to implement OSCE/OSPE effectively.
The document discusses the Objective Structured Clinical Examination (OSCE), which is a method used to evaluate clinical skills in a standardized way. It defines the OSCE and outlines its purposes, which include measuring clinical skills, promoting structured interactions, and improving objectivity in assessments. The document also describes the key components of an OSCE, such as the skills being evaluated, standardized patients/actors, examiners, examination stations, checklists, and contingencies to handle any issues. Overall, the OSCE aims to objectively evaluate important clinical competencies in a structured and standardized manner.
The document discusses Objective Structured Clinical Examination (OSCE), which is used to assess clinical competence. It describes OSCE as involving stations where trainees perform standardized tasks in front of examiners using checklists. The document outlines the history, benefits, planning considerations, and implementation of OSCEs. It notes OSCEs test integrated clinical skills but require significant resources to develop and administer.
Dr. Serkan Toy (Children's Mercy Hospital Kansas City) summarizes current literature on assessment, evaluations, rubrics, and Global Assessment Scales from the perspective of Psychometrics.
presentation on objective structured clinical examinationManimozhi R
The document discusses the Objective Structured Clinical Examination (OSCE) used to assess clinical skills in health sciences. It provides that OSCEs use standardized patients and checklists to evaluate trainees in a structured manner across stations testing various skills. The document outlines the history, definition, purposes, uses, components, organization, advantages and disadvantages of OSCEs. It notes OSCEs aim to objectively assess clinical competence in a valid and reliable way compared to traditional exams.
Advantages and Disadvantages of the Objective Structured Clinical Examination...ijtsrd
This document summarizes a literature review on the advantages and disadvantages of using Objective Structured Clinical Examinations (OSCEs) in nursing education. The review found that OSCEs are an effective way to evaluate students' clinical skills and have grown in use over the last decade. However, OSCEs also have several disadvantages, such as being resource-intensive, expensive, and difficult to implement. While OSCEs provide benefits like objectivity and preparing students for practice, there are obstacles that limit their applicability in some contexts. Overall, the literature indicates that OSCEs are useful for nursing education when implemented appropriately, but other assessment methods may need to be used in combination due to the challenges of OSCEs
This document provides information about the ENT/URO/OPTH rotation for third year residents at the UW Fox Valley Family Medicine Residency Program. It outlines the rotation sites, faculty, resident responsibilities, clinical skills and procedures, interpretive skills, and specific knowledge objectives assessed for ENT, urology, and ophthalmology. Residents can expect to spend 12-15 hours per week in clinics and participate in R3 continuity clinic.
The document discusses Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE), which were developed to assess clinical skills in a more objective and structured manner compared to traditional practical exams. OSCE/OSPE involve assessing students through multiple stations that evaluate specific skills like history taking, physical exams, and procedures. The document outlines the purpose, history, development, administration and advantages of OSCE/OSPE, such as being more objective and reproducible. Potential disadvantages include being time-consuming and expensive to implement. Examples of exam stations and checklists are also provided.
Objective Structured Clinical Examination (OSCE)Asokan R
The document discusses Objective Structured Clinical Examination (OSCE) which is used to assess clinical competence of students. It involves students demonstrating skills at various stations using standardized patients. The document outlines the history, purpose, planning and administration of OSCEs. It notes the method was developed in the 1970s and is now widely used globally to evaluate skills like history taking, physical exams, and procedures in an objective structured manner.
The use of objective structured clinical examinations to assess skills in dev...SHU Learning & Teaching
This document discusses OSCEs (Objective Structured Clinical Examinations) and their use in assessing communication skills. It notes that OSCEs were developed in 1975 to evaluate medical students' clinical skills and have since been shown to reliably assess complex skills in health professions. While checklists are commonly used, more robust assessments incorporate global rating scales reflecting holistic care. The document outlines advantages of OSCEs like objectivity and consistency, as well as disadvantages like stress and high costs. It then provides an example of using OSCEs and lecturers as actors to evaluate nursing students' proficiency in motivational interviewing, noting challenges like reliability and relationship to real practice. The conclusion advocates for diverse assessment methods to comprehen
This document discusses clinical nursing research in India. It begins by stating that in 2012, 55% of nursing practices in the USA were based on research findings, and the ANA predicts this will rise to 90% by 2020. In India, key organizations that support nursing research include the Nursing Research Society of India and the Clinical Nursing Research Society. The document defines clinical nursing research and explains why it is important for evidence-based practice and improving patient outcomes. It also discusses the roles of nurses in clinical research, common research designs, and challenges in conducting this type of research.
This document discusses the objective structured clinical examination (OSCE) as a tool for assessing clinical competence. It defines the OSCE as a multidimensional practical exam of clinical skills. The purposes of the OSCE are to identify objective performance criteria for clinical skills, structure these criteria in checklists, and meet accreditation requirements. Examples of skills assessed include history taking, physical exams, clinical problem solving, and procedures. The document also outlines how to organize an OSCE and provides examples of exam stations. Both advantages like reliability and ability to test a wide range of skills as well as disadvantages like time demands are discussed.
2014 Candidate Orientation Presentation - Certification Examination in Family...MedCouncilCan
The OSCE portion of the Certification Examination in family medicine consists of 8 patient encounter stations and 2 rest stations on Saturday. Candidates are given instructions before each station and have 10 minutes to complete the task, which may include a physical exam, history taking, or patient management. Standardized patients and examiners evaluate the candidates' performance. Candidates must bring only approved materials and remain on site for sequestering before and after the exam.
The document provides details on the components and logistics of planning and conducting an Objective Structured Clinical Examination (OSCE). It outlines the major elements including the examination committee, authoring team, coordinator, skills and attitudes assessed, scoring criteria, examinees, examiners, examination site, station types and content, environment, and circuit. Advantages and disadvantages of the OSCE are also mentioned.
This document provides an orientation for candidates taking the National Assessment Collaboration (NAC) Objective Structured Clinical Examination (OSCE). The OSCE assesses clinical competence for entrance to postgraduate medical training in Canada. It includes 12 clinical stations that involve interactions with standardized patients to assess history taking, physical exams, and clinical problem-solving skills. Candidates are provided guidance on the structure, logistics, and expectations of the exam.
A Step By Step Guide To Mastering The OSCEsAl Imari
The document discusses a step-by-step guide to mastering OSCE exams and patient encounters developed by OSCEhome. It introduces the systematic approach used in OSCEhome's guide, which is modeled after approaches used in ATLS and ACLS. The systematic approach provides a standardized way for healthcare providers to conduct patient interviews, exams, and counseling in a focused but comprehensive manner. It helps ensure all relevant topics are covered consistently regardless of provider experience level or stress.
This document discusses checklists, which are lists of categories that respondents check to indicate presence or absence. Checklists are useful for collecting facts in educational surveys and observational studies. They can be used to record behavior, appraise educational aspects like schools/instruction, and rate personality and interests. When constructing a checklist, items should be clearly defined and arranged logically. Checklist data is analyzed by tabulating responses, calculating frequencies, percentages, and other statistics. Checklists allow students to measure their own behavior and development but only indicate presence/absence, not degree. They have limitations but are easy to use and frame when wanting to check "yes/no" for a skill or ability.
The document provides information and instructions for candidates taking the National Assessment Collaboration exam. It discusses the structure and content of the exam, which assesses entry-level competence in medicine and lasts about 3 hours. Candidates are not permitted to discuss exam content due to confidentiality agreements. The summary also outlines what candidates can bring, the check-in process, and expectations during the exam, which involves interactions with standardized patients at different clinical stations.
This document provides information about the Toolbox of Assessment Methods, which was created through a joint initiative between the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties (ABMS). It describes various assessment methods that can be used to evaluate residents, including brief descriptions of each method, how they are used, their psychometric qualities, and feasibility. The toolbox is intended to assist medical educators in selecting and developing evaluation techniques for residency programs and assessing resident competencies.
The document summarizes the revised rules for pursuing a Ph.D. degree from Savitribai Phule Pune University. It outlines the eligibility criteria including a minimum of 50% marks in a postgraduate degree. It describes the entrance exam process with 2 papers assessing general aptitude and subject knowledge. Successful candidates will be interviewed and allocated guides based on availability. The rules detail the registration process, coursework requirements, supervision guidelines, thesis submission process and timelines for completion.
Master of physiotherapy(m.p.t.) part i(semester i & ii)BASIT Rehman
This document outlines the curriculum and examination scheme for the Master of Physiotherapy program. Some key points:
- The MPT program is spread over two years with four semesters. Examinations are held in November/December and April/May.
- Admission requires a BPT degree or equivalent with 50% aggregate marks.
- The MPT can be pursued in specializations like musculoskeletal physiotherapy, neurophysiotherapy, cardiorespiratory physiotherapy, and sports physiotherapy.
- Each semester consists of several papers that are examined both internally (20% weightage) and externally (80% weightage). Students must obtain a minimum of 50% marks in each paper and
This document provides an overview of Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE). It discusses the background, purposes, methodology, advantages and disadvantages of OSCE/OSPE. Key points include that OSCE/OSPE aims to objectively and reliably evaluate clinical skills through structured stations using checklists. Stations typically last 3-10 minutes and assess skills like history taking, physical exams, procedures. OSCE/OSPE provides a standardized way to assess students and has been found to improve evaluation objectivity and student satisfaction compared to traditional exams. Challenges include the significant planning and resources required to implement OSCE/OSPE effectively.
The document discusses the Objective Structured Clinical Examination (OSCE), which is a method used to evaluate clinical skills in a standardized way. It defines the OSCE and outlines its purposes, which include measuring clinical skills, promoting structured interactions, and improving objectivity in assessments. The document also describes the key components of an OSCE, such as the skills being evaluated, standardized patients/actors, examiners, examination stations, checklists, and contingencies to handle any issues. Overall, the OSCE aims to objectively evaluate important clinical competencies in a structured and standardized manner.
The document discusses Objective Structured Clinical Examination (OSCE), which is used to assess clinical competence. It describes OSCE as involving stations where trainees perform standardized tasks in front of examiners using checklists. The document outlines the history, benefits, planning considerations, and implementation of OSCEs. It notes OSCEs test integrated clinical skills but require significant resources to develop and administer.
Dr. Serkan Toy (Children's Mercy Hospital Kansas City) summarizes current literature on assessment, evaluations, rubrics, and Global Assessment Scales from the perspective of Psychometrics.
presentation on objective structured clinical examinationManimozhi R
The document discusses the Objective Structured Clinical Examination (OSCE) used to assess clinical skills in health sciences. It provides that OSCEs use standardized patients and checklists to evaluate trainees in a structured manner across stations testing various skills. The document outlines the history, definition, purposes, uses, components, organization, advantages and disadvantages of OSCEs. It notes OSCEs aim to objectively assess clinical competence in a valid and reliable way compared to traditional exams.
Advantages and Disadvantages of the Objective Structured Clinical Examination...ijtsrd
This document summarizes a literature review on the advantages and disadvantages of using Objective Structured Clinical Examinations (OSCEs) in nursing education. The review found that OSCEs are an effective way to evaluate students' clinical skills and have grown in use over the last decade. However, OSCEs also have several disadvantages, such as being resource-intensive, expensive, and difficult to implement. While OSCEs provide benefits like objectivity and preparing students for practice, there are obstacles that limit their applicability in some contexts. Overall, the literature indicates that OSCEs are useful for nursing education when implemented appropriately, but other assessment methods may need to be used in combination due to the challenges of OSCEs
This document provides information about the ENT/URO/OPTH rotation for third year residents at the UW Fox Valley Family Medicine Residency Program. It outlines the rotation sites, faculty, resident responsibilities, clinical skills and procedures, interpretive skills, and specific knowledge objectives assessed for ENT, urology, and ophthalmology. Residents can expect to spend 12-15 hours per week in clinics and participate in R3 continuity clinic.
The document discusses Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE), which were developed to assess clinical skills in a more objective and structured manner compared to traditional practical exams. OSCE/OSPE involve assessing students through multiple stations that evaluate specific skills like history taking, physical exams, and procedures. The document outlines the purpose, history, development, administration and advantages of OSCE/OSPE, such as being more objective and reproducible. Potential disadvantages include being time-consuming and expensive to implement. Examples of exam stations and checklists are also provided.
Objective Structured Clinical Examination (OSCE)Asokan R
The document discusses Objective Structured Clinical Examination (OSCE) which is used to assess clinical competence of students. It involves students demonstrating skills at various stations using standardized patients. The document outlines the history, purpose, planning and administration of OSCEs. It notes the method was developed in the 1970s and is now widely used globally to evaluate skills like history taking, physical exams, and procedures in an objective structured manner.
The use of objective structured clinical examinations to assess skills in dev...SHU Learning & Teaching
This document discusses OSCEs (Objective Structured Clinical Examinations) and their use in assessing communication skills. It notes that OSCEs were developed in 1975 to evaluate medical students' clinical skills and have since been shown to reliably assess complex skills in health professions. While checklists are commonly used, more robust assessments incorporate global rating scales reflecting holistic care. The document outlines advantages of OSCEs like objectivity and consistency, as well as disadvantages like stress and high costs. It then provides an example of using OSCEs and lecturers as actors to evaluate nursing students' proficiency in motivational interviewing, noting challenges like reliability and relationship to real practice. The conclusion advocates for diverse assessment methods to comprehen
This document discusses clinical nursing research in India. It begins by stating that in 2012, 55% of nursing practices in the USA were based on research findings, and the ANA predicts this will rise to 90% by 2020. In India, key organizations that support nursing research include the Nursing Research Society of India and the Clinical Nursing Research Society. The document defines clinical nursing research and explains why it is important for evidence-based practice and improving patient outcomes. It also discusses the roles of nurses in clinical research, common research designs, and challenges in conducting this type of research.
This document discusses the objective structured clinical examination (OSCE) as a tool for assessing clinical competence. It defines the OSCE as a multidimensional practical exam of clinical skills. The purposes of the OSCE are to identify objective performance criteria for clinical skills, structure these criteria in checklists, and meet accreditation requirements. Examples of skills assessed include history taking, physical exams, clinical problem solving, and procedures. The document also outlines how to organize an OSCE and provides examples of exam stations. Both advantages like reliability and ability to test a wide range of skills as well as disadvantages like time demands are discussed.
2014 Candidate Orientation Presentation - Certification Examination in Family...MedCouncilCan
The OSCE portion of the Certification Examination in family medicine consists of 8 patient encounter stations and 2 rest stations on Saturday. Candidates are given instructions before each station and have 10 minutes to complete the task, which may include a physical exam, history taking, or patient management. Standardized patients and examiners evaluate the candidates' performance. Candidates must bring only approved materials and remain on site for sequestering before and after the exam.
The document provides details on the components and logistics of planning and conducting an Objective Structured Clinical Examination (OSCE). It outlines the major elements including the examination committee, authoring team, coordinator, skills and attitudes assessed, scoring criteria, examinees, examiners, examination site, station types and content, environment, and circuit. Advantages and disadvantages of the OSCE are also mentioned.
This document provides an orientation for candidates taking the National Assessment Collaboration (NAC) Objective Structured Clinical Examination (OSCE). The OSCE assesses clinical competence for entrance to postgraduate medical training in Canada. It includes 12 clinical stations that involve interactions with standardized patients to assess history taking, physical exams, and clinical problem-solving skills. Candidates are provided guidance on the structure, logistics, and expectations of the exam.
A Step By Step Guide To Mastering The OSCEsAl Imari
The document discusses a step-by-step guide to mastering OSCE exams and patient encounters developed by OSCEhome. It introduces the systematic approach used in OSCEhome's guide, which is modeled after approaches used in ATLS and ACLS. The systematic approach provides a standardized way for healthcare providers to conduct patient interviews, exams, and counseling in a focused but comprehensive manner. It helps ensure all relevant topics are covered consistently regardless of provider experience level or stress.
This document discusses checklists, which are lists of categories that respondents check to indicate presence or absence. Checklists are useful for collecting facts in educational surveys and observational studies. They can be used to record behavior, appraise educational aspects like schools/instruction, and rate personality and interests. When constructing a checklist, items should be clearly defined and arranged logically. Checklist data is analyzed by tabulating responses, calculating frequencies, percentages, and other statistics. Checklists allow students to measure their own behavior and development but only indicate presence/absence, not degree. They have limitations but are easy to use and frame when wanting to check "yes/no" for a skill or ability.
The document provides information and instructions for candidates taking the National Assessment Collaboration exam. It discusses the structure and content of the exam, which assesses entry-level competence in medicine and lasts about 3 hours. Candidates are not permitted to discuss exam content due to confidentiality agreements. The summary also outlines what candidates can bring, the check-in process, and expectations during the exam, which involves interactions with standardized patients at different clinical stations.
This document provides information about the Toolbox of Assessment Methods, which was created through a joint initiative between the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties (ABMS). It describes various assessment methods that can be used to evaluate residents, including brief descriptions of each method, how they are used, their psychometric qualities, and feasibility. The toolbox is intended to assist medical educators in selecting and developing evaluation techniques for residency programs and assessing resident competencies.
The document summarizes the revised rules for pursuing a Ph.D. degree from Savitribai Phule Pune University. It outlines the eligibility criteria including a minimum of 50% marks in a postgraduate degree. It describes the entrance exam process with 2 papers assessing general aptitude and subject knowledge. Successful candidates will be interviewed and allocated guides based on availability. The rules detail the registration process, coursework requirements, supervision guidelines, thesis submission process and timelines for completion.
Master of physiotherapy(m.p.t.) part i(semester i & ii)BASIT Rehman
This document outlines the curriculum and examination scheme for the Master of Physiotherapy program. Some key points:
- The MPT program is spread over two years with four semesters. Examinations are held in November/December and April/May.
- Admission requires a BPT degree or equivalent with 50% aggregate marks.
- The MPT can be pursued in specializations like musculoskeletal physiotherapy, neurophysiotherapy, cardiorespiratory physiotherapy, and sports physiotherapy.
- Each semester consists of several papers that are examined both internally (20% weightage) and externally (80% weightage). Students must obtain a minimum of 50% marks in each paper and
The document outlines staff rules and regulations for Shadan Women's College of Engineering and Technology. Some key points include:
- The college operates Monday to Saturday from 7:30am to 1:30pm, except for notified holidays. Staff must sign in and out daily and abide by leave policies.
- Teaching staff have responsibilities like lectures, labs, student assessment. Promotion considers factors like results, feedback, research.
- Leave policies address casual leave, medical leave, maternity leave, study leave, and marriage leave. Staff must obtain approvals and provide documentation.
- Conduct rules prohibit outside work or gifts. Staff need permission to attend other interviews and maintain confidentiality.
The document provides guidelines and procedures for administering the 2012 National Achievement Test (NAT) and National Career Assessment Examination (NCAE) in the Philippines. It outlines the responsibilities of various testing staff, including the chief examiner, room examiners, room supervisors, and monitors. It also describes the forms and test materials used, such as the Examiner's Test Report Envelope (ETRE) and Chief Examiner's Test Report Envelope (CETRE). Procedures are specified for activities before, during, and after the exam administration.
The document outlines the details of the two-year M.Sc. Zoology program at the University of Pune, including eligibility requirements, course structure, credits, examinations, and grading. The program is 100 credits total, with 75 credits coming from core zoology courses and 25 from other departments. Students must complete all credits within four years. Evaluation includes in-semester and end-semester exams worth 50 marks each. Students must obtain an overall 40% with minimum 30% in each exam. Grades are awarded on a scale of O to E based on grade point average.
The document outlines the academic regulations and guidelines for research programs (M.Phil, M.S. by Research, and Ph.D.) offered by Jawaharlal Nehru Technological University Hyderabad. It details eligibility requirements, admission procedures, coursework requirements, duration guidelines, fee structures, progress review procedures, thesis submission and evaluation processes, and other administrative guidelines that candidates must follow to complete their research programs. The regulations are intended to promote high-quality research and ensure candidates are properly monitored and evaluated throughout their programs.
The document outlines standard operating procedures for examinations at a college. It describes the roles and responsibilities of the College Examination Officer to ensure smooth conduct of exams. It provides details on planning and scheduling internal exams, term exams, and university exams, including identifying exam halls, seating arrangements, question papers, invigilators, and absentee policies. It also describes best practices like diagnostic tests, innovative evaluations, online exam information, and workshops to reform the examination process.
1) The National Consortium for Ph.D. in Nursing was constituted by the Indian Nursing Council in collaboration with Rajiv Gandhi University of Health Sciences, Karnataka to promote doctoral education in nursing.
2) The Ph.D. program is governed by RGUHS ordinances and regulations. Candidates must have an M.Sc. in Nursing and apply through recognized Ph.D. study centers. Selection is done by an Academic Review Committee.
3) Students have 5 years to submit their thesis but this may be extended to 7 years in special cases. Progress is monitored through half-yearly reports. Registration must be confirmed after passing the Pre-Ph.D. exam within one year of provision
The BTEC First Engineering course consists of two compulsory 5-credit units and two 10-credit units for a total of 30 credits needed to earn the qualification. The Level 2 qualification is equivalent to 1 GCSE grade A*-C. In year 10, students will take the Unit 1 - Working Safely & Effectively in Engineering and Unit 10 - Using Computer Aided Drawing Techniques in Engineering units. The course is assessed through 100% coursework, which is internally and externally verified and moderated. Students will receive formative and summative assessments and written feedback on their work. There is also an appeals policy described for internally assessed work.
This document outlines the regulations and syllabus for a Master of Pharmacy program over four semesters. It details admission requirements, coursework, attendance policies, examination structures including internal and semester-end assessments, grading systems, and guidelines for project work. Students must specialize in one of ten subject areas and complete coursework, examinations, seminars, and a research project over four semesters to earn a Master of Pharmacy degree.
This document provides instructions for conducting practical and viva voce examinations at Gujarat Technological University. It states that exams must be conducted fairly and with due diligence. Exams must start on time and examiners should be given sufficient time to evaluate each student without rushing. Support must be provided to visiting examiners. Special instructions are given for the 3rd semester Design Engineering exam, including the evaluation scheme and report format. Examiners are asked to note the best 3 projects and submit details to the university.
The document outlines the academic regulations for earning a full-time M.Tech degree from Jawaharlal Nehru Technological University Anantapur. It details eligibility requirements, the coursework structure involving four semesters of study, attendance policies, evaluation criteria, requirements for project work and thesis, and conditions for awarding degrees and class rankings. Regulations address issues like re-registration, condoning of attendance shortages, improvement of internal marks, and transitory provisions for candidates who had previously discontinued their studies.
This document outlines rules and regulations, admission procedures, eligibility requirements, and examination instructions for students of PadmashriVikhePatil College. Key points include:
1) Attendance is mandatory for certain events and 80% for classes, and students must follow rules regarding identity cards, cell phone use, participation in activities, and vehicle parking.
2) Admission to postgraduate programs is conducted by the college, with published deadlines and required documents. Eligibility includes a second class bachelor's degree in the subject.
3) Examination instructions specify validations of forms, depositing fees, additional time for disabled students, and rules during the exam like not smoking or leaving early. Rag
ITB Exam Regulations banning the use of mobile phones and electronic devices.TU Dublin
Exam Regulations banning the use of mobile phones and electronic devices in exam venues. This will be effective from the Semester 1 exams in January 2012 onwards.
This document outlines examination regulations for students taking exams at the Institute. It details policies around registering for exams, exam dates and times, accommodations for students with disabilities, what is allowed in the exam venue, conduct during exams, procedures for starting and ending exams, and consequences for violating regulations. The purpose is to record regulations for all exams taken at the Institute to ensure fair and standardized testing conditions.
This document provides information about a 60-322 Object-Oriented Software Analysis and Design course offered in the winter 2015 term at the University of Windsor. It outlines the instructor details, course description, prerequisites, required textbook, evaluation breakdown, examination dates and locations, teaching evaluation process, notes for students, and policies on assignments, examinations, plagiarism and academic misconduct.
The document outlines regulations for the B.Tech program at A. P. J. Abdul Kalam Technological University. Some key points:
- The program duration is 4 years (8 semesters) with a maximum of 6 years. Each semester lasts 16-18 weeks.
- The program has a total credit requirement of 162 credits across categories like humanities, basic sciences, engineering sciences, professional core/elective courses and a mandatory project.
- Academic monitoring involves an advisory system with faculty advisors and senior advisors to guide students. Regular parent meetings and audits of affiliated institutions are also outlined.
- Assessment includes end semester exams conducted by the university as well as internal evaluations throughout
This document outlines guidelines for administering the 2014 National Career Aptitude Examination (NCAE) in the Philippines. It details the roles and responsibilities of various testing staff, including the Schools Division Superintendent, Division Testing Coordinator, Private School Supervisor, Chief Examiner, Room Examiners, and others. It also provides instructions on test composition, enrollment data preparation, school and learner identification numbers, test materials distribution, and other test administration procedures. Adherence to the standardized guidelines is important to ensure a fair and secure testing environment.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. Dates
– Date of Examination to be Conducted
23-03-2018 to 06-04-2018
– External Examiners will be allotted after 12th of
March 2018
– Time table and Examiners (internal & external to
be sent through email by 19th of March 2018
– Marks List and Attendance (original) within two
days after the exam
4. Instructions to Principal
(Before Examination)
1. Principal of the college shall prepare the practical examination
time table for all semesters in the various subjects having need
practical’s, batch wise with the University Registration number.
2. Duration of the practical shall be three hours / batch.
3. There shall be two batches per day: 10.00am to 1.00 pm (morning
batch) and 2.00 pm to 5.00 pm (evening batch).
4. Each batch shall have 10- 12 students, except the last batch of the
subject / paper.
5. 5. A batch shall have either paper – I or paper –II but not a
combination of paper –I & II for V / VI semesters.
6. There shall be a senior internal examiner appointed by the
Principal from the same college and one external examiner
appointed by the Karnatak University.
7. The Principal shall issue appointment orders to both internal and
external examiners and a copy of the same shall be submitted to
University along with time table through E-mail.
8. There shall be a provision to conduct the practical examination for
a given semester in parallel laboratories with an additional pair of
examiners wherever feasible.
6. 9. The Principal is authorized to appoint the Internal / External
examiners in an emergency or due to unavoidable circumstances
and shall intimate such appointment to the University.
10. There shall not be two internal examiners for a given batch.
However, both the examiners can be external
11. Uninterrupted power supply should be made available during the
course of the examinations.
7. Instructions to Principal
(During Examination)
1. The Principal shall be the Chief Superintendent at the Practical
examination centre. He / she shall be eligible for local allowance
during examination.
2. Practical personnel would include the Internal Examiner, External
Examiner, Lab Assistants and Lab Attenders.
3. There shall be no provision for appointment of laboratory
supervisor, expert assistants, store keeper, gas plant operator, field
collector, mali/coolie for practical examinations
4. Semester / Subject wise attendance shall be maintained for
examination personnel (Viz., internal, external examiners, lab
assistant and lab attender). All such personnel shall sign the
attendance register daily for each session and the principal shall
counter sign. It shall be made available during the visit of squad
members.
8. 5. If the external examiner/s fail to report for conducting practical
examination in the allotted centre, the Principal shall immediately
report the same to the University through E- mail and appoint the
external examiners from the staff of neighboring colleges within an
hour from the commencement of examination.
6. No practical examination should be conducted in the absence of
an external examiner. The examination should be postponed in
such cases and the students must be intimated accordingly. The
same shall be brought to the notice of University through e- mail.
7. The principal shall arrange for submission of marks online from the
college ID to the University with the assistance of the Internal and
External examiners immediately after completion of the practical
paper of the concerned batch.
9. Instructions to Principal
(After Examination)
1. After completing the practical examinations, the principal shall
submit all the marks lists and attendance sheets: one copy to the
superintendent, B.Sc. / B.A. / BBA / B.Sc.(CS) of the Examination
section, and the other to the System Analyst, Computer Centre,
Examination section, Karnatak University, Dharwad within two
days of the completion of examination.
2. The College shall preserve the answer papers for one year.
3. The Principal shall submit TA/DA bills of examiners with all
necessary enclosures to the Registrar (Evaluation), Karnatak
University, Dharwad- 580003.
4. The Principal is empowered to resolve difficulties if any, without
violating the sanctity of examination.
11. Instructions to Examiners
(Before Examination)
1. The Internal Examiner shall be responsible to ensure the complete
readiness of the lab for the respective practical examination. The
Internal examiner shall set up not less than 80 % experiments as
prescribed in the syllabus for a batch and would be held
responsible for the anomalies if any, in this regard.
2. In case the University question papers are not available the
external examiner shall prepare question papers for all the
experiments, in consultation with the internal examiner.
3. Examiners shall adhere strictly to the timings of both morning and
evening sessions. Deviation if any found will be considered as
breach of examination duties and such batch/es shall be re-
examined.
12. 4. Both internal and external examiners shall report to duty at
the concerned examination centre at least 15 minutes prior
to the commencement of the examination.
5. Semester / Subject wise attendance shall be maintained for
examination personnel. Both internal and external examiners
shall sign the attendance register daily for each session.
6. A batch shall have exclusively paper – I or paper –II but not a
combination of paper –I & II in V / VI semesters.
7. No students shall be allowed for the examination without
their Journal / Practical records, certified by the Staff in-
charge and Head / Principal.
13. If the Journal/ Practical record is not presented by the student, the
Head/Principal shall issue a certificate stating that he/she has
attended the regular practical’s and his/her attendance is
satisfactory (not less than 75% including 10% of extracurricular
activities if applicable) and the candidate shall then be allowed to
appear for examination. In such cases the marks reserved, for the
journal shall be deducted.
8. Candidates having an attendance record of less than 75 %
(including 10% of extracurricular activities, if applicable) in that
practical paper shall not be allowed to take the practical
examination.
9. The students shall sign the attendance register during regular
practicals. The internal examiner shall decide the eligibility of the
candidates based on attendance register of regular and special (if
any) practicals in the particular subject/paper.
14. 10. The Principal shall permit the students to take the examination as
out of turn in any other batches only on technical reasons like
overlapping of the timings with other subjects but not for any
other personal reasons of the candidate including medical
grounds.
11. No practical examination shall be conducted in the absence of an
external examiner. Absence of external examiner if any is to be
brought to the notice of the principal by the internal examiner to
enable alternative arrangements to be made. The Principal shall
appoint external examiners as per the instruction already given. If
the internal examiner remains absent, the principal shall appoint
another internal / external examiner. Under any circumstances,
there shall not be two internal examiners for a given batch but two
external examiners shall be allowed.
15. Instructions to Examiners
(During Examination)
1. Candidates shall be allowed to enter the laboratory 10 minutes
before the actual schedule.
2. Experiments shall be allotted to the students by lot. If the allotted
experiment had not been performed by the candidate (Evidenced
by journal), such a candidate, on his/her demand will have an
option to pick a lot for alternative experiment. Under such cases,
10 marks be deducted out of the marks obtained in the paper. No
further chance to change the allotted experiment shall be given
and the candidate shall perform the experiment without further
option.
3. The examiner shall give all the necessary instructions to the
candidates prior to the schedule of particular paper.
16. 4. No students shall be allowed to enter the laboratory after half an
hour of the commencement of the actual schedule. Attendance
report shall be prepared batch wise in triplicate within 30 minutes
from the actual schedule of examination.
5. The internal examiner shall take the expert readings
simultaneously wherever necessary to compare with the
candidate’s result/ readings.
6. The internal and external examiners shall assess the performance
of the students continuously. No additional time shall be reserved
for Viva and valuation of answer scripts.
7. In case of a practical paper has not been completed within the
allotted time, an additional duration not exceeding 30minutes can
be granted. The external examiner shall decide such cases.
17. 8. Internal/ external examiner shall report the Indiscipline /
Malpractices if any to the Principal of the College. Principal shall
report the same to the University by following the existing
procedure available for theory examination.
9. Both internal and external examiner with the help of Principal shall
submit the marks to University online through Principal’s ID of the
college. After freezing the marks, marks list shall be downloaded
and submitted to the principal in duplicate after affixing the
signature along with attendance report and papers.
18. Instructions to Examiners
(After Examination)
• At the end of examination of the semester / paper of the centre,
the internal examiner present on the last date of examination shall
collect all the examination documents of such paper from the
Principal and shall make three items in sealed covers/ bundle;
i. Marks list covers in duplicate: among these, one to be
addressed to the Superintendent, B.Sc. / B.A. / BBA /
B.Sc.(CS), Examination section and other to the System
Analyst, Computer Centre, Vishwachetan Building, Karnatak
University, Dharwad-580003.
ii. Candidates Attendance sheet cover: addressed to the
Superintendent, B.Sc. / B.A. / BBA / B.Sc.(CS), Karnatak
University, Dharwad.
19. iii. Answer paper bundle: addressed to the principal of the
examination centre. All the three items should be handed over
to the Principal of the examination centre. Acknowledgement
for receipt of such materials shall be obtained from the
Principal.
2. As per Karnatak University norms, internal and external examiners
are eligible for TA/DA/Local allowance as applicable only when he
/ she conducts two batches per day, except on the last day of
examination of the semester/ paper.
3. At the end of a practical examination, both internal and external
examiners shall submit TA/DA bills along with necessary
enclosures to the Principal of the examination centre for
forwarding to the Registrar (Evaluation), Karnatak University,
Dharwad. University shall not entertain the submission of bill
individually.