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Assessment in Medical Education

Audio presentation prepared by Assistant Professor Dr. Nibras Saleam Al-Ammar Educational presentations for University teaching staff University of Basrah, Medical College Details: The important of assessment LO.1 Why assess the student? LO.2 Who should assess the student? LO.3 What should be assessed? LO.4 How should the student be assessed? LO.5 Standard setting LO.6 When should the student be assessed? LO.7 Where should the student be assessed? LO.8 Assessment is important, but it is one of the most difficult areas in which to get agreement. Students can walk away from bad teaching but they are unable to do so with assessment if they are to achieve the qualification they seek. The fact that assessment is a key and integral part of curriculum development is often not recognized. Assessment should be linked to the learning outcomes and teaching methods and seen not only as a testing or measurement problem. Course design and assessment are inseparable. Deciding whether he is fit for purpose Assessing their progress during the education or training Grading or ranking (identifying the best students among those being assessed) Enhancing the student’s learning Motivating the student Providing feedback for the teacher Bringing about assessment-led innovation Written assessments, including MCQ Papers that tested knowledge domain, dominated assessment practice. Someone who can answer correctly at a set of MCQs, is not necessarily a good doctor. There has been a move to assess the student more complex achievement such as higher-order thinking, clinical skills, and attitudes. The introduction of OSCE stimulated performance-related skills. Assessment tools formative assessment Utility = Reliability x Validity x Feasibility x Education impact x Cost effectiveness Relative or norm-referenced standards Absolute standards The progress test