Table 2.
Average rank of the ten items with the highest consensus (>90%) (n=15)
| Items | Average rank | Smith’s S value |
|---|---|---|
| Assessment should focus on desired competencies | 1.43 | 0.85 |
| The current system should have formative assessment | 2.80 | 0.43 |
| Occasions such as posting to RHTC/UHTC/PHC/national health programs/seminars/journal club/thesis/teaching assignments should be used for formative assessment | 3.67 | 0.37 |
| The existing PG logbook use should be improved (providing space for students’ reflection/regular monitoring by supervising faculty) | 3.70 | 0.31 |
| Structured guidelines on occasions, frequency, competency to be assessed and tools for formative assessment should be specified | 3.14 | 0.27 |
| Blueprinting to ensure alignment between expected and assessed | 3.00 | 0.24 |
| Communicated blueprint to paper setters and examiners | 3.43 | 0.24 |
| Theory questions to follow higher order thinking, problem-solving | 3.20 | 0.18 |
| Examiners should not intimidate students | 3.67 | 0.09 |
| Needs structured format/guidelines for pedagogy test | 5.00 | 0.01 |
PHC: Primary health center, UHTC: Urban health training center, RHTC: Rural health training center