References

• Abbasi, M. N., Malik, A., Chaudhry, I. S., & Imdadullah, M. (2011). A Study on Student Satisfaction in Pakistani Universities: The Case of Bahauddin Zakariya University, Pakistan. Asian Social Science, 7(7). https://doi.org/10.5539/ass.v7n7p209
• Aziz, A., Iqbal, S., & Zaman, A. (2014). Problem Based Learning and its Implementation: Faculty and Student’s Perception. J Ayub Med Coll Abbottabad, 26(4). https://www.ayubmed.edu.pk/JAMC/26-4/Aziz.pdf
• Bauer, D., Holzer, M., Kopp, V., & Fischer, M. R. (2010). Multiple choice-exams: a comparison of scoring algorithms. Advances in Health Sciences Education, 16(2), 211–221. https://doi.org/10.1007/s10459-010-9256-1
• Brenner, J. M., Bird, J. B., & Willey, J. M. (2017). Formative Assessment in an Integrated Curriculum. Academic Medicine, 92, S21– S25. https://doi.org/10.1097/acm.0000000000001914
• Capan Melser, M., Steiner-Hofbauer, V., Lilaj, B., Agis, H., Knaus, A., & Holzinger, A. (2020). Knowledge, application and how about competence? Qualitative assessment of multiple-choice questions for dental students. Medical Education Online, 25(1), 1714199. https://doi.org/10.1080/10872981.2020.1714199
• El-Dwairi, Q. A., Mustafeh, I., Khatatbeh, M., Malki, M. I., & Mustafa, A. G. (2022). Medical education across three colleges of medicine: perspectives of medical students. Heliyon, 8(11), e11426. https://doi.org/10.1016/j.heliyon.2022.e11426
• Hoang, N. S., & Lau, J. N. (2018). A Call for Mixed Methods in Competency-Based Medical Education. Academic Medicine, 93(7), 996–1001. https://doi.org/10.1097/acm.0000000000002205
• Holmboe, E. S., Sherbino, J., Long, D. M., Swing, S. R., & Frank, J. R. (2010). The role of assessment in competency-based medical education. Medical Teacher, 32(8), 676–682. https://doi.org/10.3109/0142159X.2010.500704
• Javaeed, A. (2019). General Needs Assessment of the Undergraduate Medical Students to Integrate Courses on Medical Ethics, Time Management and Communication Skills into the Bachelor of Medicine, Bachelor of Surgery Curriculum of Pakistani Medical Colleges. Cureus, 11(4). https://doi.org/10.7759/cureus.4433
• Javaeed, A. (2019). Targeted need’s assessment: Medical ethics in MBBS curriculum of Pakistan. Pakistan Journal of Medical Sciences, 35(5). https://doi.org/10.12669/pjms.35.5.873
• Javaeed, A., Malik, M., Yaseen, M., & Ghauri, S. (2020). Assessment of learning styles of undergraduate medical students and its effect on examination outcomes - a cross sectional study done in Azad Kashmir, Pakistan. Journal of the Pakistan Medical Association, 70(3), 482–487. https://doi.org/10.5455/jpma.18306
• Johnson, T. R., Khalil, M. K., Peppler, R. D., Davey, D. D., & Kibble, J. D. (2014). Use of the NBME Comprehensive Basic Science Examination as a progress test in the preclerkship curriculum of a new medical school. Advances in Physiology Education, 38(4), 315–320. https://doi.org/10.1152/advan.00047.2014
• Krishnan, D. G., Keloth, A. V., Ahmad, S., & Pg, M. (2022). Role Play versus Small Group Discussion in Teaching Prescription Communication Skills: A Comparative Study on students of Phase Two of the Bachelor of Medicine and Bachelor of Surgery (MBBS) Course. Journal of advances in medical education & professionalism, 11(1), 34–41. https://doi.org/10.30476/JAMP.2022.96136.1679
• Kumar, A. P., Omprakash, A., Mani, P. K. C.,Swaminathan, N., Maheshkumar, K., Maruthy, K. N., Sathiyasekaran, B. W. C., Vijayaraghavan, P. V., & Padmavathi, R. (2021). Validation of Internal structure of Self-Directed Learning Readiness Scale among Indian Medical Students using factor analysis and the Structural equation Modelling Approach. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-03035-6
• Latif, M. Z., & Wajid, G. (2018). Reforming Medical Education in Pakistan through strengthening Departments of Medical Education. Pakistan Journal of Medical Sciences, 34(6), 1439–1444. https://doi.org/10.12669/pjms.346.15942
• Moore, D. E., Green, J. S., & Gallis, H. A. (2009). Achieving desired results and improved outcomes: Integrating planning and assessment throughout learning activities. Journal of Continuing Education in the Health Professions, 29(1), 1–15. https://doi.org/10.1002/chp.20001
• Murad, N., & Aly, S. M. (2021). Quality assurance procedures in assessment - a descriptive study of medical colleges in Pakistan. Journal of the Pakistan Medical Association, 71(4), 1– 14. https://doi.org/10.47391/jpma.831
• Norcini, J. J., & McKinley, D. W. (2007). Assessment methods in medical education. Teaching and Teacher Education, 23(3), 239–250. https://doi.org/10.1016/j.tate.2006.12.021
• Sallis, E. (n.d.). Total Quality Management in Education Third edition. https://herearmenia.files.wordpress.com/20 11/09/ebooksclub-org__total_quality_management_in_educa tion.pdf
• Sharma, M., Murphy, R., & Doody, G. A. (2019). Do we need a core curriculum for medical students? A scoping review. BMJ Open, 9(8), e027369. https://doi.org/10.1136/bmjopen-2018-027369
• Tribus, M. (2019, April 2). What is Total Quality Management in Education? Routledge, London and Newyork. https://blog.skolera.com/total-quality-management-in-education/
• Vanderbilt, A., Feldman, M., & Wood, IsaacK. (2013). Assessment in undergraduate medical education: a review of course exams. Medical Education Online, 18(1), 20438. https://doi.org/10.3402/meo.v18i0.20438
• Wagener, S., Möltner, A., Tımbıl, S., Gornostayeva, M., Schultz, J. H., Brüstle, P., Mohr, D., Vander Beken, A., Better, J., Fries, M., Gottschalk, M., Günther, J., Herrmann, L., Kreisel, C., Moczko, T., Illg, C., Jassowicz, A., Müller, A., Niesert, M., Strübing, F., ... Jünger, J. (2015). Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study. GMS Zeitschrift fur medizinische Ausbildung, 32(4), Doc46. https://doi.org/10.3205/zma000988
• Walsh, K. (2015). Online Assessment in Medical Education – Current Trends and Future Directions. Malawi Medical Journal, 27(2), 71. https://doi.org/10.4314/mmj.v27i2.8