PERCEPTION OF THE ASSESSMENT COMMITTEE ON THE STANDARD SETTING IN MEDICAL EDUCATION

This study explores the implementation of standard setting in medical education assessments at the Defence Services Medical Academy (DSMA) in Myanmar, focusing on the perspectives of DSMA's Assessment Committee members. Adopting an outcome-based, integrated curriculum since 2017, DSMA aims to produce scholarly physicians but faces challenges in implementing standard assessment settings. The research employs a mixed methods approach, with a quantitative phase involving questionnaires to all 36 committee members and a qualitative phase consisting of in-depth interviews with eight selected members. Findings indicate recognition of standard setting's benefits, such as enhanced educational quality and alignment with accreditation standards, but also concerns over increased workload and resistance to change. The study concludes that while the potential benefits of standard setting are acknowledged, targeted interventions are needed to address concerns, improve understanding, and support successful implementation. These should focus on increasing awareness, fostering collaboration, and providing necessary resources and training to overcome challenges and optimize standard-setting advantages in medical education.