Abstract:
:In this article, we outline criteria for good assessment that include: (1) validity or coherence, (2) reproducibility or consistency, (3) equivalence, (4) feasibility, (5) educational effect, (6) catalytic effect, and (7) acceptability. Many of the criteria have been described before and we continue to support their importance here. However, we place particular emphasis on the catalytic effect of the assessment, which is whether the assessment provides results and feedback in a fashion that creates, enhances, and supports education. These criteria do not apply equally well to all situations. Consequently, we discuss how the purpose of the test (summative versus formative) and the perspectives of stakeholders (examinees, patients, teachers-educational institutions, healthcare system, and regulators) influence the importance of the criteria. Finally, we offer a series of practice points as well as next steps that should be taken with the criteria. Specifically, we recommend that the criteria be expanded or modified to take account of: (1) the perspectives of patients and the public, (2) the intimate relationship between assessment, feedback, and continued learning, (3) systems of assessment, and (4) accreditation systems.
journal_name
Med Teachjournal_title
Medical teacherauthors
Norcini J,Anderson B,Bollela V,Burch V,Costa MJ,Duvivier R,Galbraith R,Hays R,Kent A,Perrott V,Roberts Tdoi
10.3109/0142159X.2011.551559subject
Has Abstractpub_date
2011-01-01 00:00:00pages
206-14issue
3eissn
0142-159Xissn
1466-187Xjournal_volume
33pub_type
杂志文章相关文献
MEDICAL TEACHER文献大全abstract:BACKGROUND:Lack of faculty training is often cited as the main obstacle to post-graduate teaching in communication skills. AIMS:To explore clinical supervisors' needs and perceptions regarding their role as communication skills trainers. METHODS:Four focus group discussions were conducted with clinical supervisors fr...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590802650134
更新日期:2009-07-01 00:00:00
abstract:BACKGROUND:Dental educators complain that students struggle to apply what they have learnt theoretically in the clinical context. This paper is premised on the assumption that there is a relationship between conceptual thinking and clinical reasoning. AIMS:The paper provides a theoretical framework for understanding t...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.3109/01421591003695303
更新日期:2010-01-01 00:00:00
abstract:BACKGROUND:Worldwide many universities are changing their curricula and introducing integrated problem-based learning (PBL) programs. However, the introduction of a PBL program is a demanding process and requires resources, a lot of planning, and organisation. AIMS:This article aims at providing practical tips for pre...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.558137
更新日期:2011-01-01 00:00:00
abstract:BACKGROUND:Transition from school to university life involves maturation changes in areas of academic and personal life. METHOD:Evaluation of factors involved was studied though analysis of appraisal interview outcomes during the first two years, which documented achievements and goal setting in 511 medical students (...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590601178006
更新日期:2007-03-01 00:00:00
abstract::Although medical education in the Republic of Turkey appears to be relatively new, there is almost 500 years of background development within the Anatolian region. Turkey has faced many difficulties in its past and present times, related to its vast and diverse geography, its crowded population, and the many ethnic gr...
journal_title:Medical teacher
pub_type: 历史文章,杂志文章
doi:10.1080/01421590802232834
更新日期:2008-01-01 00:00:00
abstract:BACKGROUND:Curriculum developers have a wide choice of assessment methods in all aspects of medical education including the specific area of medical knowledge. When selecting the appropriate tool, there is an increasing literature to provide a robust evidence base for developments or decisions. AIM:As a new medical sc...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421591003614858
更新日期:2010-01-01 00:00:00
abstract::This investigation represents an attempt to illuminate issues in the relationship between shared learning, aspects of organizational climate, teamwork practices and inter-personal contact between health professionals. The study, completed in 1998 and conducted over the previous 3 years, involved 57 post-qualified heal...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590220145752
更新日期:2002-07-01 00:00:00
abstract:BACKGROUND:Problem-based learning (PBL) tutorial are conducted in small groups, and successful learning in such groups requires good group facilitating skills. There is a lack of research on actual skills employed by tutors in facilitating the group dynamics. AIM:To explore the process of PBL tutorial small groups, fo...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.714883
更新日期:2013-01-01 00:00:00
abstract:OBJECTIVES:Traditionally, medical students on clinical rotations receive instruction on principles of mental health only during the psychiatry clerkship. We used emails to insert teaching of psychiatric concepts beyond the psychiatry clerkship into other rotations using the method of spaced learning, the delivery of br...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.3109/0142159X.2016.1150982
更新日期:2016-10-01 00:00:00
abstract::The authors investigated the relations between students' background (gender, age, study experience), learning process (learning approach, independent study time) and outcome (examination results, satisfaction) in the first semester of a new, integrated undergraduate medical curriculum, combining PBL and conventional l...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159021000012930
更新日期:2002-09-01 00:00:00
abstract::Education researchers seek to understand what works, for whom, in what circumstances. Unfortunately, educational environments are complex and research itself is highly context dependent. Faced with these challenges, some have argued that qualitative methods should supplant quantitative methods such as randomized contr...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.671978
更新日期:2012-01-01 00:00:00
abstract:RATIONAL:Various factors affect medical students' performance during clinical phase. Identifying these factors would help in mentoring weak students and help in selection process for residency programmes. OBJECTIVE:Our study objective is to evaluate the impact of pre-admission criteria, and pre-clinical grade point av...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2016.1142511
更新日期:2016-01-01 00:00:00
abstract:BACKGROUND:Although essay questions are used in the admissions process in many medical schools, there has been little research on how applicants respond to essay questions. AIMS:The purpose of this study was to explore how applicants to medical school approach essay questions used in the selection process. METHODS:Qu...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.599890
更新日期:2011-01-01 00:00:00
abstract:BACKGROUND:This study was undertaken to improve assessment practice on OSCEs through collaboration across geographically dispersed medical schools in Australia. METHODS:A total of eleven OSCE stations were co-developed by four medical schools and used in summative 2011 and 2012 examinations for the assessment of clini...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2015.1016487
更新日期:2016-01-01 00:00:00
abstract:BACKGROUND:Anatomy is a subject essential to medical practice, yet time committed to teaching is on the decline, and resources required to teach anatomy is costly, particularly dissection. Advances in technology are a potential solution to the problem, while maintaining the quality of teaching required for eventual cli...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.1080/0142159X.2016.1271944
更新日期:2017-03-01 00:00:00
abstract::Aim: Narrative medicine has been promoted as an innovative and effective means of stimulating medical students' professional development by teaching them to approach their patients' experiences of illness with more understanding and compassion. This systematic literature review aims to answer the following question: w...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1584274
更新日期:2019-07-01 00:00:00
abstract::Assessing learners in the clinical setting is vital to determining their level of professional competence. Clinical performance assessments can be documented using In-training evaluation reports (ITERs). Previous research has suggested a need for faculty development in order to improve the quality of these reports. Pr...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.932897
更新日期:2014-12-01 00:00:00
abstract:INTRODUCTION:Within an Asian context, this study examines the effect of changing from traditional course grades to a distinction/pass/fail (D/P/F) grading system on medical student self-perceived stress levels and on student exam performance. METHODS:At the end of the 2010-2011 academic year, the Perceived Stress Scal...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2013.852168
更新日期:2014-02-01 00:00:00
abstract::The expanding use of bedside ultrasonography in the practice of emergency medicine and other specialties is accompanied by the need to train medical students in its applications and interpretation of its results. In this article, the authors describe their successful design, launch, and management of the ultrasound el...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.975194
更新日期:2015-01-01 00:00:00
abstract:BACKGROUND:The process of medical education, particularly in the fast evolving new era of medical metaschools, is a broad and complex issue. Harden & Crosby claimed that a good teacher is more than a lecturer, and identified 12 roles that certify a good and capable teacher. However, this is only half the truth: the goo...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.638006
更新日期:2012-01-01 00:00:00
abstract::More emphasis is being placed on students as independent learners with teachers acting as facilitators. It has been argued that student-centred learning can be supported usefully by study guides. This paper supports previous claims as to the value of study guides as perceived by students. But what should study guides ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590600799059
更新日期:2006-06-01 00:00:00
abstract::Given the burden of HIV/AIDS in South Africa, there is a need to introduce students to the issues health professionals face about the disease. We developed an introductory peer-led workshop on HIV/AIDS for first year students covering a range of biomedical and social issues. To evaluate the workshops, volunteer studen...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590500312995
更新日期:2005-11-01 00:00:00
abstract:BACKGROUND:Group learning is the core of problem-based learning (PBL) but has not been extensively studied, especially in Asian students. METHODS:This study compared students of PBL and non-PBL curricula in students' talking time and participation in small-group tutorials in a medical school in Asia. The proportions o...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701294349
更新日期:2007-09-01 00:00:00
abstract::Peer-mentoring groups are purported to enhance faculty productivity and retention, but the literature about implementation is sparse. Nominal Group Sessions (n=5) with 66 faculty members in different tracks developed prioritized lists of unmet professional development needs and potential group activities. Common items...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.669084
更新日期:2012-01-01 00:00:00
abstract::The role of a medical teacher proposed 25 years ago is still recommended. Some teachers are born to greatness, but more careful and more thoughtful attention, rather than less, should be given to preparation for that role for those not born to greatness. In addition the penury of blueprint of the expected relevant pro...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590410001702274
更新日期:2004-06-01 00:00:00
abstract::In both 1910 and 2010, The Carnegie Foundation for the Advancement of Teaching used existing educational innovations and learning theory to point the way to the future of medical education. Flexner's transformative report of 1910 was strongly influenced by the innovative curriculum at Johns Hopkins University School o...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.578173
更新日期:2011-01-01 00:00:00
abstract:PURPOSE:Medical student distress is an increasing concern in medical education. Addressing this issue requires a comprehensive understanding of what factors influence learners' stress in medical school. Grounded in Self-Determination Theory (SDT), this study explores the relative association between medical students' m...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1813876
更新日期:2020-12-01 00:00:00
abstract::Five Southern California medical schools were examined using a case study approach. In-depth interviews were conducted with faculty members and administrators from Loma Linda University, the University of Southern California, and the University of California at Irvine, Los Angeles, and San Diego, Schools of Medicine. ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421598909146321
更新日期:1989-01-01 00:00:00
abstract::Objectives: The extent of medical knowledge increases yearly, but the time available for students to learn is limited, leading to administrative pressures to revise and reconfigure medical school curricula. The goal of the present study is to determine whether the mixed reality platform HoloAnatomy represents an effec...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1762032
更新日期:2020-08-01 00:00:00
abstract:BACKGROUND:Recent decades have seen an international trend for the development of undergraduate medical programmes in rural locations. These have been considered educationally equivalent alternatives to traditional hospital-based programmes. A pilot Rural Medical Immersion Programme (RMIP) was launched at the Universit...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.586745
更新日期:2011-01-01 00:00:00