ABSTRACT BOOK: SESSION 2

MONDAY 1 SEPTEMBER: 0830-1015 2CC9 (22715) The Effect of English Language in the Multiple Choice Question Scores of Thai Medical Students UUPochamana Phisalprapa*UU, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand Jintana Assanasen, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand Torpong Thongngarm, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand Theera Ruchutrakool, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand Surapon Kobwanthanakun, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand Wanchai Dejsomritrutai, Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand Background: Many universities in Thailand prepare for the ASEAN Economic Community (AEC) by increasing the numbers of tests in English language. However, English language is not the native language in Thailand. The difference in linguistic competency may affect the scores besides the knowledge. This research aimed to study the impact of English language in the multiple choice question test (MCQ) of medical students. Summary of Work: The final examination of 4th year medical students in internal medicine rotation has a 120-MCQ. The ratio of test in Thai and English language is 90:30. The individual scores of tests in both languages were collected and the effect of English language in MCQ was analyzed. Summary of Results: Two hundred and ninety-five students was enrolled. The Mean percentage of scores in Thai and English languages were significantly different (65.0±8.4 and 56.5±12.4, p<.001). Discussion and Conclusions: The English language may affect the scores of MCQ especially in borderline students. Take-home messages: The transformation of test language may cause decrease in overall scores of Thai medical students.

2CC10 (22156) An Analysis of Prince of Songkla University (PSU) Medical Students’ Preparation for the Thai National Medical Licensing Examination (TNMLE) Step I, II and III UUSasikaan Nimmaanrat*UU, Department of Anesthesia, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand Chatchai Prechawai, Department of Anesthesia, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand Chitkasaem Suwanrath, Department of Obstetrics and Gynecology, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand Sudarat Shoosing, Medical Education Unit, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand Sukanya Srisawat, Medical Education Unit, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand Siriporn Klinthong, Medical Education Unit, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand Background: The TNMLE is the examination to initial licensure for physicians in Thailand. PSU medical school requires students to record a passing score on the TNMLE step I, II and III to be qualified for studying in year IV, VI (externship) and internship (graduated), respectively. Summary of Work: We report the results of surveys of the strategies and preparation used by PSU medical students to prepare for TNMLE step I-III. The surveys were conducted on medical students in July 2013 after the results of the examinations, using self-administered questionnaires about their study habits in relation to the number of hours spent studying each week, the types of materials they had used when studying and the strategies that affected their examinations. Summary of Results: The percentage of PSU medical students who passed the TNMLE step I, II and III in 2013 were 94.6, 99.4, and 98.3, respectively. The affecting factors for TNMLE step I-III were lectures, clinical reasoning tutorial, clinical correlation, clinical learning, patient caring, ward round, patients’ reports, the TNMLE and USMLE reviews, e-learning studying and OSCE. Discussion and Conclusions: PSU medical students had used several different strategies while preparing for the TNMLE step I-III. Take-home messages: The important factor affecting all medical students who passed the TNMLE was clinical learning.

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MiCo Milano Congressi30 August – 3 September 2014

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SIPeM

ABSTRACT BOOK

as at 1 August 2014