Assessment in medical education; what are we trying to achieve?

Hdl Handle:
http://hdl.handle.net/10147/565659
Title:
Assessment in medical education; what are we trying to achieve?
Authors:
Ferris, Helena Ann; O' Flynn, Dermot
Affiliation:
RCSI, Dublin. TCD, Dublin
Citation:
Assessment in Medical Education; What Are We Trying to Achieve? 2015, 4 (2) International Journal of Higher Education
Publisher:
Sciedu Press
Journal:
International Journal of Higher Education
Issue Date:
22-May-2015
URI:
http://hdl.handle.net/10147/565659
DOI:
10.5430/ijhe.v4n2p139
Additional Links:
http://www.sciedu.ca/journal/index.php/ijhe/article/view/6662
Item Type:
Article
Language:
en
Description:
Within the arena of medical education, it is generally acknowledged that assessment drives learning. Assessment is one of the most significant influences on a student’s experience of higher education and improving assessment has a huge impact on the quality of learning (Liu, N. and Carless, D, 2006). Ideally we want to enhance student’s capacity for learning and engagement with the curriculum (ACGME Outcome Project, 2000). However, this doesn’t always happen as it is heavily dependent on the form of assessment used and whether or not timely comprehensive feedback is given. This paper focuses on the challenges associated with assessment in medical education and looks at the current trends. Well-designed formative assessment can focus students on effective learning and divert them away from summative assessment, which focuses attention on grades and reproductive thinking (Liu, N. and Carless, D, 2006). Whether one decides to utilise summative or formative assessment methods, both methods of assessment are useful when applied in the correct setting and at an appropriate stage of learning. It is apparent that assessment is the gatekeeper of higher learning and we need to embrace new methods of assessment in order to meet the challenges associated with ‘Generation Y’. Novel assessment methods such as self and peer assessment are growing in popularity. Students who participate in these forms of assessment may initially feel that it is challenging but worthwhile overall, as it helps to develop their critical thinking skills. Incorporating complimentary assessment components could benefit student’s learning without sacrificing the integrity of the curriculum.
Keywords:
MEDICAL EDUCATION; ASSESSMENT MODELS
ISSN:
1927-6052; 1927-6044

Full metadata record

DC FieldValue Language
dc.contributor.authorFerris, Helena Annen
dc.contributor.authorO' Flynn, Dermoten
dc.date.accessioned2015-08-05T14:58:18Zen
dc.date.available2015-08-05T14:58:18Zen
dc.date.issued2015-05-22en
dc.identifier.citationAssessment in Medical Education; What Are We Trying to Achieve? 2015, 4 (2) International Journal of Higher Educationen
dc.identifier.issn1927-6052en
dc.identifier.issn1927-6044en
dc.identifier.doi10.5430/ijhe.v4n2p139en
dc.identifier.urihttp://hdl.handle.net/10147/565659en
dc.descriptionWithin the arena of medical education, it is generally acknowledged that assessment drives learning. Assessment is one of the most significant influences on a student’s experience of higher education and improving assessment has a huge impact on the quality of learning (Liu, N. and Carless, D, 2006). Ideally we want to enhance student’s capacity for learning and engagement with the curriculum (ACGME Outcome Project, 2000). However, this doesn’t always happen as it is heavily dependent on the form of assessment used and whether or not timely comprehensive feedback is given. This paper focuses on the challenges associated with assessment in medical education and looks at the current trends. Well-designed formative assessment can focus students on effective learning and divert them away from summative assessment, which focuses attention on grades and reproductive thinking (Liu, N. and Carless, D, 2006). Whether one decides to utilise summative or formative assessment methods, both methods of assessment are useful when applied in the correct setting and at an appropriate stage of learning. It is apparent that assessment is the gatekeeper of higher learning and we need to embrace new methods of assessment in order to meet the challenges associated with ‘Generation Y’. Novel assessment methods such as self and peer assessment are growing in popularity. Students who participate in these forms of assessment may initially feel that it is challenging but worthwhile overall, as it helps to develop their critical thinking skills. Incorporating complimentary assessment components could benefit student’s learning without sacrificing the integrity of the curriculum.en
dc.language.isoenen
dc.publisherSciedu Pressen
dc.relation.urlhttp://www.sciedu.ca/journal/index.php/ijhe/article/view/6662en
dc.rightsArchived with thanks to International Journal of Higher Educationen
dc.subjectMEDICAL EDUCATIONen
dc.subjectASSESSMENT MODELSen
dc.titleAssessment in medical education; what are we trying to achieve?en
dc.typeArticleen
dc.contributor.departmentRCSI, Dublin. TCD, Dublinen
dc.identifier.journalInternational Journal of Higher Educationen
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