Utility of extended matching questions as an assessment tool in homoeopathic education

Abstract

Extended matching questions (EMQ) is a written assessment tool used in western countries to assess clinical diagnostic thinking; it examines whether the student can apply classroom learning to similar clinical scenarios in practice. The use of this tool has shown good results. This study aimed to determine the utility of EMQ in Homoeopathic postgraduate students to assess knowledge about core topics in homoeopathic philosophy. The tool was used in the module of miasms with Part 1 Homoeopathic Postgraduate students during their Advanced Teaching of Fundamentals of Homoeopathy sessions wherein a case-based approach is used to teach the core subjects of Homoeopathy (Homeopathic philosophy, Materia Medica, Repertory) with Clinical Medicine. These sessions are part of the curriculum for the MD (Hom) course Part 1. The module of miasms was chosen for this study. The pathogenesis and travel of disease pathology on the soil of miasm were the grounds used for assessing students. The students were asked to solve the same EMQ caselets before and after the classroom session with the expectation that they would extend their learning from class to similar scenario in caselets (post-session). Both answer sheets were scored and statistical testing (paired t-test) was applied. There was a significant change in the P value for the EMQ on the Tubercular miasm. The scoring of the tests for the other miasms was influenced by various variables which were not attended to and so later affected the scoring of the pre and post-tests. EMQ as an assessment tool goes beyond simple recall and memorisation. It covers analysis, evaluation and synthesis (higher domains of Bloom’s taxonomy). It can be used as an assessment tool for Homoeopathic students. The students need to be explained the relevance of the exercise comprehensively. Extension of learning is possible from the classroom to other similar scenarios which can be assessed.