title: Perceptions of clinical years' medical students and interns towards assessment methods used in King Abdulaziz University, Jeddah.
abstract: OBJECTIVE
  The study was done to determine the perception of clinical years' medical students and interns about assessment methods used in Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia.
  
  
  METHODS
  A cross sectional study was conducted during the educational year 2012/2013. A multistage stratified random sample method was used to select 600 senior medical students (4(th)-6(th)) and interns. Perception of medical students and interns about different assessment formats was inquired using 3 points Likert scale.
  
  
  RESULTS
  About two-fifths of participants agreed that assessment methods are comprehensive, reflecting what they taught, and challenging them. MCQs were the commonest (56.8%) preferred written assessment format. OSCE (74.1%) and OSPE (70.6%) were seen as good tools for assessing clinical competencies. Students had good perceptions towards peer assessment, log-book and open book exams. Males preferred peer assessment method more than females, with a statistical significant difference (χ(2) = 6.43, p< 0.05).
  
  
  CONCLUSIONS
  Assessment plan needs further improvements and should be designed prospectively along with learning outcomes, as only about 40 % of participants agreed with assessment items. The current development of the faculty Assessment Unit will provide much help. This will lead to better preparation of medical students for their future responsibility as tomorrow's doctors.
authors.affiliation: Nahla Khamis Ibrahim, MBBCh, MPH, Dr.PH (Epidemiology), DHPE, JMHPE (Med Educ.) Professor of Epidemiology & Public Health, Family & Community Medicine Department, King Abdulaziz University, Jeddah, Saudi Arabia Epidemiology Department, High Institute of Public Health, Alexandria University, Egypt.
authors.forename: Nahla Khamis
authors.initials: NK
authors.lastname: Ibrahim
authors.affiliation: Budoor Mohammed Al-Sharabi, Intern at King Abdulaziz University, Jeddah, Saudi Arabia.
authors.forename: Budoor Mohammed
authors.initials: BM
authors.lastname: Al-Sharabi
authors.affiliation: Rasha Abdullah Al-Asiri, Intern at King Abdulaziz University, Jeddah, Saudi Arabia.
authors.forename: Rasha Abdullah
authors.initials: RA
authors.lastname: Al-Asiri
authors.affiliation: Najat Abdullah Alotaibi, Intern at King Abdulaziz University, Jeddah, Saudi Arabia.
authors.forename: Najat Abdullah
authors.initials: NA
authors.lastname: Alotaibi
authors.affiliation: Wejdan Ibrahim Al-Husaini, Intern at King Abdulaziz University, Jeddah, Saudi Arabia.
authors.forename: Wejdan Ibrahim
authors.initials: WI
authors.lastname: Al-Husaini
authors.affiliation: Hussa Adel Al-Khajah, Intern at King Abdulaziz University, Jeddah, Saudi Arabia.
authors.forename: Hussa Adel
authors.initials: HA
authors.lastname: Al-Khajah
authors.affiliation: Reem Mohammad Rakkah, Intern at King Abdulaziz University, Jeddah, Saudi Arabia.
authors.forename: Reem Mohammad
authors.initials: RM
authors.lastname: Rakkah
authors.affiliation: Afnan Mohammed Turkistani, Intern at King Abdulaziz University, Jeddah, Saudi Arabia.
authors.forename: Afnan Mohammed
authors.initials: AM
authors.lastname: Turkistani
keywords: Assessment; Faculty development; Medical education; OSCE; OSPE; Peer assessment; Professionalism