Introduction of Objectively Structured Viva-Voce in Formative Assessment of Medical and Dental Undergraduates in Biochemistry

The first and foremost objection to using oral examination as a summative assessment method is the lack of reliability and consistency in scoring. There is a significant halo-effect wherean examiner's overall judgment of the candidate's competency is seriously flawed by external appearance or other inconsequential attributes of the examinee. The above deficiencies are more pronounced in unstructured oral examination. So we need measures to improvise and standardise this form of evaluation.

To find out the feasibility and practicality of objectively structured viva-voce (OSVV) in formative assessment of undergraduates in biochemistry and to improve the objectivity and reliability of oral examination.

In this intervention study conventional viva was compared with OSVV during Part Completion Test examinations. The study population composed of first year undergraduate students chosen by systematic random sampling. Each student faced two vivas; one was conventional viva and the other OSVV for total 20 marks.

Agreement between OSVV and conventional viva was seen using kappa statistics. Feedback from students in the form of close-ended questions by Likert scale and open ended by criteria was also gathered for evaluation.

ByKappa statistics almost a perfect agreement was found between the marks given by two examinersin OSVV while the fair agreement was found between the marks given in OSVV and conventional viva.

Objectively structured viva voce is reliable but its validity remains subject to discussion. Hence further studies on large scale are required to justify it.