Sharma, Meenakshi, Singh, Amit, Mudey, Abhay. (1404). A comparative study of objectively structured and traditional viva voce for second-year MBBS students. , 15(2), 34-40. doi: 10.22038/fmej.2025.87999.1648
Meenakshi Sharma; Amit Kumar Singh; Abhay Mudey. "A comparative study of objectively structured and traditional viva voce for second-year MBBS students". , 15, 2, 1404, 34-40. doi: 10.22038/fmej.2025.87999.1648
Sharma, Meenakshi, Singh, Amit, Mudey, Abhay. (1404). 'A comparative study of objectively structured and traditional viva voce for second-year MBBS students', , 15(2), pp. 34-40. doi: 10.22038/fmej.2025.87999.1648
Sharma, Meenakshi, Singh, Amit, Mudey, Abhay. A comparative study of objectively structured and traditional viva voce for second-year MBBS students. , 1404; 15(2): 34-40. doi: 10.22038/fmej.2025.87999.1648
A comparative study of objectively structured and traditional viva voce for second-year MBBS students
1Autonomous State Medical College, Lakhimpur Kheri, Uttar Pradesh, India
2Maharshi Vashishtha Autonomous State Medical College, Basti, Uttar Pradesh, India
3Jawaharlal Nehru Medical College, Wardha, Maharashtra, India
چکیده
Background: The traditional viva voce (TVV) has been criticised for its subjectivity and susceptibility to academic and non-academic biases related to both teachers and students. To address these concerns, the objectively structured viva voce (OSVV) format has been proposed. This study compared the effectiveness of OSVV with that of TVV and explored the perceptions of second-year MBBS students and faculty members towards OSVV. Method: A cross-sectional comparative study was conducted with 102 second-year MBBS students. Each student underwent both TVV and OSVV assessments. The mean scores obtained through both methods were calculated. A Likert scale-based questionnaire was administered to students and faculty members to assess their perceptions of OSVV. The results were analysed using percentages and frequencies. Results: The mean score achieved in OSVV (12.80 ± 1.73) was significantly higher than that in TVV (11.30 ± 1.80). A total of 76.4% of students strongly agreed that OSVV was fairer than TVV. All faculty members (100%) strongly agreed that OSVV was a more structured method, comprehensively covering the syllabus across various levels of difficulty. Conclusion: OSVV was found to be a more effective and equitable method of viva assessment compared with TVV. Both students and faculty members perceived OSVV as a fairer and more structured approach. While some participants considered it stressful and time-consuming, these concerns can be mitigated through ongoing training and orientation for both students and faculty.
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