Assessment in medical education - Replies

Department of Family Medicine, and the Rochester Center to Improve Communication in Health Care, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA.
New England Journal of Medicine (Impact Factor: 55.87). 02/2007; 356(4):387-96.
Source: PubMed


As an attending physician working with a student for a week, you receive a form that asks you to evaluate the student's fund of knowledge, procedural skills, professionalism, interest in learning, and "systems-based practice." You wonder which of these attributes you can reliably assess and how the data you provide will be used to further the student's education. You also wonder whether other tests of knowledge and competence that students must undergo before they enter practice are equally problematic.

Download full-text


Available from: Ronald M Epstein
  • Source
    • "Remarkably, prior clinical experience has been suggested to be a strong factor influencing students' performance in procedural knowledge tasks [6, 7]. With the focus of teaching students to think critically, test items must require students to use a high level of cognitive processing [3] . A successful approach is using Extended Matching Items (EMIs), consisting of clinical vignettes [2]. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Investigating and understanding how students learn on their own is essential to effective teaching, but studies are rarely conducted in this context. A major aim within medical education is to foster procedural knowledge. It is known that case-based questioning exercises drive the learning process, but the way students deal with these exercises is explored little. This study examined how medical students deal with case-based questioning by evaluating 426 case-related questions created by 79 fourth-year medical students. The subjects covered by the questions, the level of the questions (equivalent to United States Medical Licensing Examination Steps 1 and 2), and the proportion of positively and negatively formulated questions were examined, as well as the number of right and wrong answer choices, in correlation to the formulation of the question. The evaluated case-based questions’ level matched the United States Medical Licensing Examination Step 1 level. The students were more confident with items aiming on diagnosis, did not reject negatively formulated questions and tended to prefer handling with right content, while keeping wrong content to a minimum. These results should be taken into consideration for the formulation of case-based questioning exercises in the future and encourage the development of bedside teaching in order to foster the acquisition of associative and procedural knowledge, especially clinical reasoning and therapy-oriented thinking.
    Full-text · Article · Feb 2016 · BMC Medical Education
  • Source
    • "Rather, our purpose is to determine whether it is appropriate to allow the learner to perform the procedure on patients with ongoing supervision. Here, competence is not a one-time achievement; instead, it is a process or what Leach[70]refers to as a " habit " of life-long learning, and the learner needs to continue to demonstrate the procedure in the clinical context with supervision[71,72]. Learners must demonstrate a checklist of components created by our faculty who have expertise in the procedure. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Educators are often tasked with developing courses and curricula that teach learners how to perform medical procedures. This instruction must provide an optimal, uniform learning experience for all learners. If not well designed, this instruction risks being unstructured, informal, variable amongst learners, or incomplete. This article shows how an instructional design model can help craft courses and curricula to optimize instruction in performing medical procedures. Educators can use this as a guide to developing their own course instruction.
    Preview · Article · Jan 2016 · Medical Science Educator
  • Source
    • "One of the biggest challenges with CBME is assessment and evaluation. The goals of assessment are to facilitate developmental progression of competence[19]; foster reflective practice, lifelong learning, and critical approach to guided self- assessment[20]; provide motivation and frameworks of knowledge, skills, and professionalism to drive learning[21]; maintain high professional standards and flag students for gaps in knowledge[21]; and guide decisions about student advancement[19,21]. Assessment tools have been developed to measure the " know, " " knows how, " and " shows " with variable degrees of reliability and validity. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Transfusion medicine training in Canada is currently undergoing a transformation from a time- and process-based curriculum to a competency-based medical education framework. Transfusion medicine is the first accredited postgraduate medical education training program in Canada to adopt a purely competency-based curriculum. It is serving as an example for a number of other postgraduate medical training programs undergoing a similar transition. The purpose of this review is to highlight the elements of competency-based medical education, describe its application to transfusion medicine training, and report on the development and implementation of the new transfusion medicine curriculum in Canada.
    Full-text · Article · Nov 2015 · Transfusion medicine reviews
Show more