Medical entrance exams that effectively filter out 99% of aspiring candidates

Do we really require medical entrance exams that effectively filter out 99% of aspiring candidates? This question prompts us to delve into various aspects of medical education and the broader healthcare system. Let’s explore these points in detail:

1) Requirements for becoming a good doctor: Becoming a proficient and compassionate physician demands not only academic prowess but also a range of qualities such as empathy, communication skills, and a deep understanding of human biology. While entrance exams can gauge academic competence to some extent, they may not effectively evaluate these essential attributes.

2) Finite medicine and disease knowledge: It’s worth considering that the universe of medicines and diseases is finite. In fact, even a local medicine shopkeeper is familiar with a vast array of drug names and their respective applications. Couldn’t they potentially become a doctor with the right medical education?

3) Diagnostic reliance on technology: Modern medicine heavily relies on technology for accurate diagnoses. Doctors employ various tools and machinery, such as blood tests and imaging devices, to determine a patient’s condition. This reliance on technology means that a doctor’s success is intrinsically tied to these diagnostic aids.

4) Dependence on scientific literature: Doctors cannot test the efficacy and mechanisms of medicines themselves; they must rely on scientific literature, clinical trials, and expert opinions. This underscores the importance of a strong foundation in medical research and the ability to critically evaluate and apply this knowledge.

5) Role of technology and machine learning: Technology, particularly machine learning, plays a significant role in healthcare. Algorithms can assist in medical predictions and diagnosis based on vast datasets. However, it’s essential to be aware of the limitations and pitfalls associated with such technology, including data biases and ethical concerns.

6) Critical thinking and pseudoscience: In the era of evidence-based medicine, it is crucial for doctors to have strong critical thinking skills and the ability to distinguish scientific practices from pseudoscience. Questions may arise regarding the promotion of alternative medical systems like homeopathy or elements of AYUSH by governments, which can potentially undermine the scientific basis of healthcare.

7) Governance in education and market dynamics: How can we establish an effective governance system for managing medical institutes and develop a funding model that ensures efficiency, affordability of fees, and fairness for aspiring medical students?

8) Diversity of curriculum and learning strategies: A well-rounded medical curriculum that includes interdisciplinary learning and modular approaches can be more effective in preparing doctors to tackle the complexities of modern healthcare. The strategies used for medical education play a crucial role in shaping future physicians.

9) Ethics in Medical education: Ethics in medical education is the cornerstone of training future healthcare professionals. It includes principles like professionalism, integrity, informed consent, confidentiality, and cultural sensitivity. Students are taught to navigate ethical dilemmas, research with integrity, and handle conflicts of interest. They must be accountable and responsible, continuously reflect on their ethics, and adhere to institutional ethical codes. Ultimately, ethics in medical education shapes the character and behavior of healthcare professionals, ensuring they provide compassionate, patient-centered care throughout their careers.

Meritocracy farce: Merit or to exclude potentially talented students?

The concept of meritocracy, particularly in the context of highly competitive entrance exams that filter out a significant percentage of aspirants, can often reveal a farcical nature within the education system. Here’s an explanation of this issue:

1. Excessive Filtering: Meritocracy, in theory, is based on the idea that individuals should be rewarded and progress based on their merit and abilities. However, when entrance exams are so intensely competitive that they eliminate 99% of candidates, it raises questions about whether this process is truly identifying merit or merely serving as a filter that screens out a large pool of potentially talented individuals.
2. Narrow Focus on Testing: The farce becomes even more apparent when the education system primarily teaches to the test, meaning that students are predominantly prepared to excel in these entrance exams. This approach often prioritizes rote memorization and exam-specific strategies over holistic learning, critical thinking, and creativity. In such a scenario, students may excel at the exam but lack a broader understanding of the subject matter.
3. Lack of Diversity: The intense competition and narrow focus on testing can disproportionately favor students who have access to expensive coaching programs and resources, potentially leading to a lack of socioeconomic and cultural diversity among those who succeed in these exams. It may not necessarily reflect the true potential and capabilities of a more diverse group of aspirants.
4. Stress and Mental Health Concerns: The pressure to succeed in these exams can lead to severe stress and mental health issues among students. They often experience a relentless pursuit of high scores at the expense of their overall well-being, creating a farcical situation where the education system, which should promote holistic development, sometimes does the opposite.
5. Overemphasis on Test Scores: When society places an excessive emphasis on entrance exam scores as the primary measure of an individual’s worth or potential, it can lead to a skewed perception of success. This can undermine other essential qualities like character, leadership, empathy, and creativity, which are equally important in various professions.
6. Narrow Definition of Merit: The farce is further evident in the limited definition of “merit.” Success in highly competitive exams often assesses a specific type of intelligence and problem-solving ability. It may not adequately recognize other forms of merit, such as practical skills, innovation, and adaptability, which are critical in real-world scenarios.

How can we decrease student suicide in India?

India has the highest rate of students who die by suicide. According to NCRB data. Suicides have risen 27% over five years. In 2021, over 1,600 suicides had “failure in examination” as the reason.

https://news.careers360.com/student-suicide-ncrb-report-2021-state-suiciding-india-exam-failure-maharashtra-mp-tamil-nadu

According to government data, 22 students have died in Kota since 2022. Around 121 have died since 2011 https://www.timesnownews.com/education/student-suicides-reach-an-all-time-high-in-2022-14-cases-recorded-in-kota-the-coaching-centre-hub-of-india-article-96338996

Though you can find suicide reports by searching the Internet, let’s discuss how can we decrease students’ suicide.

India is a coaching center hub. For any govt jobs or getting a seat in college, you need to pass the entrance. The most common type of entrance is JEE and NEET. Every student in this country is in a rat race to score highest in these entrances and get a seat. Parents pay in lakhs to prepare their kids for entrance in these coaching centers.

As seats are limited and so many aspirants, it’s very difficult to get qualified, about just 1% get the seats. No matter how hard you try, you are likely to fail. This rat race and teaching to test leads to emotional distress, and mental pressure.

Maybe scalability problems and disrupting the system are hard to solve and I am busy finding a way to solve them through decentralization and blockchain. But still, basic tinkering can help even with the existing system.

Lottery System:

Like the selection of students by lottery after a foundational knowledge test. The lottery is a fair system, does not increase corruption, and brings diverse representation. Bring a collaborative culture and give less importance to exam marks.

Why it’s fair and brings diverse representation?

After you have qualified for the foundational knowledge test, everyone has an equal probability of getting selected. So, even no reservation will be required. The way the questions are prepared in entrances is for eliminating students, they rarely test valuable knowledge and critical thinking rather than rote memorization and rigorous practice of the previous year’s questions. So, students with rank 1 are hardly any different from the student with a 50,000 rank.

Here is a video advocating for the reservation system:

End of coaching centers

Selecting by lottery will eliminate coaching centers. And resources will be used to scale the system and prepare children for an holistic humanistic learning rather than teaching to test.

Merit or Genetics?

We are always taught that it’s hard work to excel and crack tough exams. It’s a myth. It’s to do more with genetics rather than hard work. Siblings with different genetics, score differently, while homozygous twins get similar scores, even science too says so. How much you can reproduce the book script and practice lessons depends on genetics.

More details on how genetics impacts exam score, do watch the video.

https://theconversation.com/your-genes-can-help-predict-how-well-youll-do-in-school-heres-how-we-cracked-it-62848

65% of people in the higher polygenic group went on to do A-levels, whereas only 35% from the lower group did so

We can’t change genetics, but rely less on exam score and change how we select candidates and how we teach so that all students get a chance and benefit.

How avrit learning solves our education puzzle?

Girls education

According to UNICEF:

When we invest in girls’ secondary education

• The lifetime earnings of girls dramatically increase
• National growth rates rise
• Child marriage rates decline
• Child mortality rates fall
• Maternal mortality rates fall
• Child stunting drops

Poor families have more willingness to invest in boys education rather than girls education because girls can’t contribute to parents family earnings, as they will get married and move to their husbands home.  

Bullying

In India, the concern is not just about bullying by classmates or seniors, but sometimes teachers act like a bully. Sometimes teacher goes to extreme steps like hanging the student upside down from the building as a form of punishment. Children can suffer emotionally due to the power game of the management and teacher.

Emotional Intelligence

Metal health has become a pandemic. Children with high emotional intelligence reduce stress, take responsibility for their actions, treat friends and family members with empathy and compassion.  

Poverty

Education develops skills and abilities to earn a living. Not everyone who is uneducated is in extreme poverty, but those living in extreme poverty do lack basic education. 

Biases and stereotypes

For example, Girls are good at biology and boys are good at maths. We always have a tendency or prejudice toward or against something or someone. With proper scientific education, we can make better decisions and fall less towards biases. 

Reservation

Our education system is designed as a scarce resource. Quality education doesn’t scale, as a result, we have limited seats, which leads to the reservation for lower caste to give them a chance for upliftment. 

Costly education

Higher education is costly, many go to higher education by taking loans or quit from their education as they can’t afford it. 

Grades

Though competition keeps our focus on our goal, many times it turns toxic for grades that leads to “teaching to test” type of education. Thousands of students end their lives every year in India due to the toxic competition culture. 

Outdated syllabus

Due to the centralized and bureaucratic nature of education, it’s so difficult to update the curriculum as no one is accountable for it and the curriculum is not updated for many decades. 

Unemployment

We have an education where 80% of engineers are unemployable in India. They lack the knowledge of new-edge technology that is needed for jobs.

Child Labour

A total of 152 million children – 64 million girls and 88 million boys – are estimated to be in child labour globally, accounting for almost one in ten of all children worldwide. In India Census 2011, the total child population in India in the age group (5-14) years is 259.6 million. Of these, 10.1 million (3.9% of total child population) are working, either as ‘main worker’ or as ‘marginal worker’.
We can eliminate child labor providing income for learning.

So, how can Avrit solve these problems?

https://avrit.reaudito.com

A decentralized platform for earning by designing and reviewing the study material or content, assignments, projects, practicals, and assessments.

Avrit has evidence of learning as explainer videos. Instead of the teacher, the student will explain. The explainer script can be prepared by the teacher with the student’s collaboration. Explainer script must meet the review guidelines and can be in both English and the native language, making sure the student has understood whatever they are saying. As students do the work, they participate in active learning and there is an increase in engagement. Making explainer videos has so many benefits, it works on multiple skills like critical thinking, improving their vocabulary, communication skills, and comprehension.

Making explainer videos can be hectic for both teachers and students because it causes repetition of work and slows down the process. But repetition and slowing down causes brain to exercise which is key to comprehension and learning. Students engage actively rather than becoming passive listeners of lecture and don’t get bored by learning. But it’s a one time work for teacher, because explainer script can be used again and again among the students.

Evidence of learning is not limited to explainer videos, it can be anything like practice assignments, real-world projects, or volunteering work like making the neighborhood garbage free.

All are validated by Schelling game, so there is minimal chance of corruption.

It’s based on the competition collaboration algorithm:

https://technoperiod.blogspot.com/2018/10/the-competitive-collaboration-algorithm.html

When you upload your evidence of learning based on meeting the guidelines of avrit learning by staking, and no one challenges it, you earn 1 AVRIT token. 

The apps like proof of humanity have proved that you can earn passive income just by validating that you are a real human.

Here, in Avrit learning, your evidence of learning is validated and you earn an income. 

As it’s decentralized in nature and you earn for learning, girls’ education will not be a problem. It will be run by the local community with few students in a group, so chances of bullying are rare. The curriculum will be up to date due to the evidence-based learning strategy guidelines and due to the competition collaboration algorithm. Here teachers have the responsibility to update the curriculum by learning from other teachers rather than any central bureaucratic authority. We can also have teachers’ governance that will provide recommendations for curriculum, learning content, and best practices. 

Quality education is no more a scarce resource and is scalable, so reservation is unnecessary, students are evaluated by evidence of learning, which also makes grades unnecessary. 

It’s all open-source, and as it’s on the blockchain, it’s not owned by anybody, so no predatory practices by some private ed-tech company. 

The only problem we need the execution, where govts, NGOs and edupreneurs can come together for building learning hubs.

Can Avrit protocol be called homeschooling?
Homeschooling is the education of school-aged children at home or a variety of places other than a school. Its depends on definition of homeschooling. You can set up avrit centers or avrit learning hubs at your home, or neighbor’s homes, but also in school like building, or in school itself. We do require an educated tutor for educating the children. It’s about self-managed, decentralized schooling without power games, private or government ownership of schools, but rather, public ownership. Avrit protocol is not limited to school-aged children but also for college going adults.

Can Avrit schooling be misused to provide religious teaching to children by parents?
Avrit protocol can be run by decentralized governance, and evidence of learning is evaluated collectively, and protected by game theory. So, it’s hardly possible to do such things.

Will it disadvantage the poor? Is it sustainable?
Avrit protocol has its own cryptocurrency token with robust token economics and can be further improved. With the increase in popularity, the market cap of the token will rise, a market cap of $1 Billion can provide about 10-100 Million funds per year for students and teachers.

Is it experimental or lack evidence?
Self-managed organizations are not experimental. You can go through the book about teal organizations in the book (Link) for more details.

Avrit protocol is based on already existing evidence. The platform can also help in running experiments and demonstrating its validation. It’s still in active development, and there is always a scope for improvement.

Does it mean deregulation of the education system?

It will limit the power of centralized governments and bureaucracy. Being on crypto or blockchain doesn’t mean there are no rules and regulations. It will function under the purview of decentralized governance and rules of the smart contract.

Grades should be topic wise

Enough has been told about the dark side of the grades by educators.
Here is a blog that gives 3 reasons grades are bad and restrict students from innovating or becoming an independent thinker.
https://www.thnk.org/blog/3-reasons-grades-bad-education/

It has been criticized to encourage “teaching to test” style of teaching, and grades become the end goal rather than learning.
No matter how much it is criticized, the status quo of grades has hardly changed.

It became a century, but students are still judged only through their grades. Innovation on improving grading procedures has continued in many isolated parts of the world, but it’s never done in scale throughout most countries.
In India, reason can be the hierarchical rigid political, and bureaucratic system, that hardly gives any choice and training to the schools to innovate. They want everything to be filtered by grades, whether through board grades or entrance scores.

Grades have become a source of filtering, rather than providing equity to the disadvantaged.

But many solutions to the problem of grades exist:

Like low stake topic or chapter wise scores, where students can repeat the chapters till they score above 90s or A grade in it.
Boards like CBSE do allow reappearing exams to improve grades, but that is impractical to students, as they have to appear the whole subject exam rather than the topic they are weak at. Appearing the whole subject is too tedious, can take a year, makes them repeat the topics which they have already mastered.
Topic-wise exams help them to master each topic and students master the complete subject without a learning loss.

Students can learn each topic at a time at their own pace, without getting overwhelmed by the curriculum of the complete subject.

Here is a form of simple rubrics to grade students.
https://onlinenetworkofeducators.org/2021/04/26/are-grades-failing-us/

The problem is not just grades but curriculum and question papers. How sound the question design has been done? Whether it encourages critical thinking or rote memorization.
Without an effective curriculum, it’s pointless to have exams.

All most all general knowledge books and questions are about parroting

Books lack the depth, inquiry, reasoning and critical thinking, it is just about memorising names of persons and places, and dates through parroting the quizzes and questions.

Students given to memorise names of famous artists

Take for example:
Book asks to name the national parks of India.
What’s the point in memorizing names of different national parks, if you don’t know anything about ecology; if you can’t see and feel the environment and lifestyle of exotic and endangered wildlife in that national park?

In many entrances including B.Ed, GK in one of the subjects, and students end up parroting the names. It also takes a huge chunk of time in schools, what if it were used for more meaningful learning.

Do the content help in transfer of learning?

How questions and content needs to be designed?

https://iambrainstorming.wordpress.com/2018/02/17/question-designing-should-be-brain-friendly-cue-based/

Features of great book:

https://iambrainstorming.wordpress.com/2017/01/14/all-books-that-dont-meet-the-learning-criteria-must-be-taken-off/

IIT JEE is a scam, it’s not about intelligence but parroting and solving unnecessary formulas.

In a usual physics book designed for IIT JEE preparation, each chapter contains an average of 50 complicated short cut formulas, and there are about 24 chapters, so in total there can be about 50*24 = 1200 formulas. An almost impossible challenge to be memorized by an average student, which makes the entrance so hard to crack.

IIT JEE preparation is not about critical thinking, it’s about remembering the formulas, and speed of executing the formulas.

This is the 2018 solved paper:
Not a single seems to have without formula.
https://drive.google.com/file/d/16HkkgWtiOT7T4p0ajYhis9gTqBT2SPGo/view?usp=sharing

Please go through the book: Paul Hewitt Conceptual Physics

Each chapter contains not more than two to three important formulas, that’s all required because all other short cut formulas are based on it.

An example question from the book of Paul Hewitt, that helps you to understand conceptual understanding, not executing complicated formulas:

An example sample of content that explains a formula:

Please go through the book, to know how the content and questions are designed.

Solving with formula without intuitive method makes student mindless.

https://iambrainstorming.wordpress.com/2017/08/25/solving-with-formula-without-intuitive-method-makes-student-mindless/

Why are our books filled with unnecessary short cut formulas?

https://iambrainstorming.wordpress.com/2017/06/01/why-are-our-books-filled-with-unnecessary-short-cut-formulas/

Formulas are useful when you keep it as a reference, knowing that such formulas exist, knowing how it works and where it works is enough. It’s analogous to a prebuild programming package or module where you can plug the values, and get the results during your research or experimentation in the lab. You need not have to keep the formulas in your memory.

Other similar articles:

NEET Review

https://iambrainstorming.wordpress.com/2017/02/17/critical-analysis-on-neet-biology-questions-comparison-with-campbell-biology-questions/

KBC ( CRAP, BULLSHIT, KQUESTIONS) Entrances

https://iambrainstorming.wordpress.com/2019/05/14/kbc-entrances-of-india-csir-net/

NCERT Chemistry question Review

https://nbviewer.jupyter.org/urls/cbse-probing.hashbase.io/Chemistry%202017.ipynb

NCERT Biology

https://iambrainstorming.wordpress.com/2017/06/08/comparative-analysis-of-openstax-biology-and-ncert-biology/

Stress, rote learning and multiple attempts of Board Examinations

NEP2019 Draft

Allowing multiple attempts for board exams of different subjects after semester end is unlikely to reduce the stress of students, it may further increase the burden of students, as they have to read all the chapters or topics of the subject again to score more.

It will be better if they make chapter wise or topic wise exams, with a pass and fail system so that they have reattempt only those chapters which they have failed.

It not only reduces stress, but students will master the topics.

Classrooms can have mastery-based grading

https://www.edutopia.org/article/blended-learning-built-teacher-expertise

In mastery-based grading each topic content should be linked with tests, that checks the conceptual understanding of topics.

Test shouldn’t be used in isolation without content. No random test papers without content should be allowed in education system.

An example of guided notes, which prompts questions on every paragraph.

https://nbviewer.jupyter.org/urls/book-amiyatulu.hashbase.io/Circulatory%20System.ipynb

Chemistry Concepts and Learning by Clifford C. Houk and Richard Post

How much does retrieval practice help in learning?

Students do forget things, we measure the effectiveness of the retrieval practice based upon how much they have remembered the learning material. 

But forgetting doesn’t mean that students have unlearned what they have learned. Neither learning is about how much you can recall from memory.

Paul Hewitt Physics

Yes, the best strategy to get a high score is retrieval practice. But high score relies on the ability to recall things, not test the actual learning.

We need not have to do retrieval practice to do programming,  just re-reading and using the code is enough. The best way to learn to program is to use and apply it the hard way. The more you use it and apply better strategies, the more better your programming skill will be.
The same principle applies to all subjects, whether its maths, physics, biology or philosophy.

What is required is understanding of the subject, through strategies like the Feynman Technique. Understanding creates an index in your brain, which later can be used to retrieve the whole research from online article or books, if you are unable to recall the complete details.

Take for example programming, I do forget the syntax of programming languages, but I know how to use them in many different situations. So when I encounter a problem, I can recall from the index created in my brain about what syntax to use for the logic, but not the exact syntax. So, I can look at the documentation and notes, and apply the code.

It doesn’t matter whether you are explaining by looking at the book or not, as long as you are thinking about any plausible queries and able to explain the answers to a 5 to 12 year-old.

The craze of Retrieval Practice thrives because of test scores, what if we don’t give marks, we peer review the student thinking process and give feedback. We ask them to do things and improve their resume.

Feynman Technique is also a kind of retrieval practice but it eliminates its bad practices.

Retrieval practice should come with the statutory warning taking care of these two points:
1) Do the facts or content you are retrieving is about big ideas, important and helps to develop high order thinking?
2) Are you doing any unnecessary repetition of facts or study material (for high test scores), that is limiting you for further research of the content?

Also, remember that not doing enough retrieval practice can impact your fluency. It’s a bad practice to always look at the documentation or notes for the problem you are trying to solve. It also does hinder understanding. If you are using something regularly, it’s better to keep it in memory, and the best way to do this is retrieval practice and spaced learning.

Changing the curriculum and content: There is an opportunity cost associated with the decision we make

Are CBSE and other boards designing the syllabus and curriculum by the sweat of their brow by attending the feedbacks, research, and evidence? Our education system should remain brother’s keeper to all children of the worlds second populated country. 

Why an unstructured syllabus with low-quality and pedagogically unsound content be continued even after everyone knows emperor is naked.

They could have made it more structured, with the recommendation of open access contents (such as openstax) for each topic or whitelisting of content.  How much time does it take for experts? A month will be sufficient.

It will also create demand for authors and publishers to meet the pedagogical need of students.

There is a trade-off,  between adapting to the newly changed content and enhancing the quality of content.  But it could have been done slowly.
If a new drugs work better than old drugs, the longer it takes to bring new drugs to market, the more people are harmed who could have benefited if the new drugs have been approved earlier.

There is an opportunity cost (of a choice is the value of the opportunities lost) associated with the decision we make.

Feedback for MCA program of Ignou

Study material covers the latest developments on the subject
No, seems it is not updated since 2010. e.g.  It talks about popular browser of Linux are Netscape Navigator.

The contents of the study material are well organized
Yes, the organization of content is too good. Learning objectives, then content based on learning objectives, practice questions after each section. Space at the margin to take notes.

Aim and objectives of the courses are clearly explained in study materials
No, Even though it uses narration techniques, it does a good job in introduction sections, but it fails to explain intelligibly for concepts that are hard to understand and are abstract. Also, the text is ambiguous, confusing without precise definitions and language.

The study materials provided a broad overview in the field of knowledge
Yes. The learning objectives cover broad overview. But MCA lacks choice and diversity.
Programming languages like python and R should be introduced in MCA. Version controlling git must also be taught. Other advanced elective subjects like cryptography, blockchain can be added.

Instructional materials made the subject interesting
Same answer that of 3rd point.

Self-assessment activities in study materials encourage for critical analysis of contents
The answer is mixed. Some questions are good, but in some units, questions have completely ambiguous answers. In order to attempt these questions, one needs a thorough comprehension of the text, but material fails to do it. It leads to rote memorization of answers.

The study load is too heavy
Nope, with enough support from the teacher and right content quality, it will not take much time to finish. Also one has to be supported from first semester itself, as all subjects of later semester are linked with the previous semesters. e.g. Students not knowing about pointer (first-semester topic) can’t do programming of a linked list (second-semester topic) in C.

Syllabus tries to cover too many topics
No, The same answer that of the 4th point

Numbers of counseling sessions adequately cover the theoretical aspects
No, classes can be conducted on both Saturdays and Sundays. It’s important that classes are productive. Some teachers only try to finish the curriculum, knowledge transfer to students are almost zero. It is completely a time wasting work for both students and teachers.

Counseling schedule was convenient
Yes, counseling schedule is done on Sundays and holidays and is completely convenient. But one can add Saturdays to it.

Counselors demonstrated mastery of the subject matter
Yes, some counselors demonstrated mastery of the subject, not all. All counselor must use effective study strategies. (http://www.learningscientists.org/) Counselors need not have to be expert but must show excellent leadership and provide correct resources. Should inquire the understanding of each component of topics by questioning and discussion.

Required software were made available during the practical sessions
Yes, but still better software can be used e.g. use of Linux is rare or no use of ide such as sublime text.

Regarding Assignment:
Students should submit assignment every week, instead of the end of the semester. Online platform can be created for submission. All most all students finish the assignment in last hours, through copy paste.

Assignment should be divided based upon learning objectives of modules. The present assignment system requires knowledge of complete semester to attempt even a single question, and students has only a week to complete these assignments.

Submitting assignment weekly or biweekly causes spacing of learning, will also decrease the malpractice, provided the questions are doable in given time, and are sync with the classroom lectures. Quality of questions also matter a lot and should be relevant and worthful, allowing to learn one component at a time.

Retrieval practice
15 mins no stake exams can be conducted during every class for retrieval. To make it easier for teachers, questions can be designed and given to them based on the content by experts.