Yusuf et al., J Biomed & App Sci FUD (2022) 1:2
Keywords: Medical students, Anatomy Examination, Bayero University, Viva voce
2022-07-19 DOI: JOBASFUD_2022_1_1_009
Background: The viva voce examination is a formal test evaluation procedure in Nigerian medical school, that is used to assess person’s knowledge. The relationship between this types of examination and learning approach is not fully elucidated. Therefore, this study was to determine the relationship between medical and dental students’ performance in viva voce with learning approach and other forms of examinations. Method: A total of 125 students participated in the study which is meant to assess their learning approach. However, 64 students (Medical (MBBS) =44 and Dental (BDS) =20) were further evaluated for the relationship between viva voce and learning approach and other components of the exams. Deep and superficial approaches to learning were determined using the Biggs's revised two-factor study process questionnaire (2R-SPQ). The students’ performance in Anatomy professional examination was also retrieved from departmental examination records. Pearson correlation and regression analyses were used to determine the relationship between learning approaches and performance in viva voce examination. Results: The mean score for deep learning and superficial learning approaches of the student were 37.5±7.70 and 27.92±8.9 respectively. Superficial approach (r= 0.355, P=0.004) and superficial learning (r= 0.283, P=0.023) were found to correlate positively with students’ performance in viva voce. However, a significant negative correlation was noted with respect to deep learning approach (r=-0.247, P=0.049). Students’ performance in viva voce was observed to correlate significantly with MCQs (r= 0.278, P=0.026) and practical (r=0.297, P=0.018) components of the examination. An estimate of 1.05 (95% CI of β = -2.103 to – 0.003, P < 0.049) unit decrease in viva voce scores indicates students with deep learning, whereas 1.465 (95% CI of β = 0.207 to – 2.723, P < 0.023) unit increase in viva voce scores indicates students with superficial learning. Conclusion: The viva voce examination was demonstrated to be a tool that can be used to determine students’ learning approach as well as performance in some components of their professional examination. However, further studies with larger sample size and different group of students may be needed to check the role of viva voce in understanding learning approach of a particular student for a better academic performance.