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Aim <p>The present study aimed to evaluate the efficacy of blueprinting in the internal assessment examinations in the subject of Oral and Maxillofacial Surgery in the final year of study in the Bachelor of Dental Surgery programme.</p> Materials and Methods <p>This was a combined prospective and retrospective study conducted on students comprising of 100 in Group A (Prospective Arm) and 100 in Group B (Retrospective Arm) students appearing for three continuous internal assessment examinations. Group A was provided with the topic wise weightage 1 month prior to the exams. Group B had appeared for the exam in the past academic year without the process of blueprinting.</p> Results <p>Group A outnumbered Group B in terms of number of passing students across all exams. Group A outperforms Group B in overall performance across the three exams. Significant difference was seen in the 3rd exam, where Group A scored significantly higher in both individual sections and total marks.</p> Discussion <p>Blueprinting influenced objective-type questions as students became accustomed to the structured approach. In subsequent exams, analytical and written expression improved markedly under blueprinting. These trends reflect how different question formats benefit differently from blueprinting, with subjective questions showing the greatest gain due to the structured preparation. As long answer questions require deeper cognitive engagement, the structured alignment provided by blueprinting aids students in formulating more coherent answers.</p> Conclusion <p>Blueprinting emerges as a pedagogically sound and practically feasible assessment strategy. It demonstrates a positive impact on academic performance promoting higher-order thinking and equitable evaluation which justifies its usage in health education.</p>

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Does Blueprinting Affect the Academic Outcomes of Undergraduate Dental Students in Theory Examinations of Oral and Maxillofacial Surgery?

  • 期刊论文

  • 发表日期：

    2026年1月22日

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  • Padmakar Baviskar,
  • Srivalli Natarajan,
  • Usha Asnani,
  • Suraj Ahuja,
  • Ruchita Balkawade,
  • Pareeksit Bagchi

摘要

Aim

The present study aimed to evaluate the efficacy of blueprinting in the internal assessment examinations in the subject of Oral and Maxillofacial Surgery in the final year of study in the Bachelor of Dental Surgery programme.

Materials and Methods

This was a combined prospective and retrospective study conducted on students comprising of 100 in Group A (Prospective Arm) and 100 in Group B (Retrospective Arm) students appearing for three continuous internal assessment examinations. Group A was provided with the topic wise weightage 1 month prior to the exams. Group B had appeared for the exam in the past academic year without the process of blueprinting.

Results

Group A outnumbered Group B in terms of number of passing students across all exams. Group A outperforms Group B in overall performance across the three exams. Significant difference was seen in the 3rd exam, where Group A scored significantly higher in both individual sections and total marks.

Discussion

Blueprinting influenced objective-type questions as students became accustomed to the structured approach. In subsequent exams, analytical and written expression improved markedly under blueprinting. These trends reflect how different question formats benefit differently from blueprinting, with subjective questions showing the greatest gain due to the structured preparation. As long answer questions require deeper cognitive engagement, the structured alignment provided by blueprinting aids students in formulating more coherent answers.

Conclusion

Blueprinting emerges as a pedagogically sound and practically feasible assessment strategy. It demonstrates a positive impact on academic performance promoting higher-order thinking and equitable evaluation which justifies its usage in health education.