Abstract
Learners in a programmatic assessment environment make better use of feedback
Common approaches to the assessment of competence in undergraduate and post-graduate medicine are modular — each module is completed with an assessment at the end, often resulting in a grade. Learners are passed for that module when they exceed a minimum passing level. Completing all modules results in graduation under the assumption that combining, often disparate, modules in this way assures entrustment to professional practice or ongoing training.
This traditional summative approach to assessment has been perceived to have many disadvantages: encouraging poor learning styles, particularly shallow or rote learning;1 unwanted effects such as “grade hunting”; and learners consistently barely exceeding the pass mark...
Common approaches to the assessment of competence in undergraduate and post-graduate medicine are modular — each module is completed with an assessment at the end, often resulting in a grade. Learners are passed for that module when they exceed a minimum passing level. Completing all modules results in graduation under the assumption that combining, often disparate, modules in this way assures entrustment to professional practice or ongoing training.
This traditional summative approach to assessment has been perceived to have many disadvantages: encouraging poor learning styles, particularly shallow or rote learning;1 unwanted effects such as “grade hunting”; and learners consistently barely exceeding the pass mark...
Original language | English |
---|---|
Pages (from-to) | 386-388 |
Number of pages | 3 |
Journal | Medical Journal of Australia |
Volume | 209 |
Issue number | 9 |
DOIs | |
Publication status | Published - Nov 2018 |
Keywords
- Clinical competence
- Education, graduate
- Education, premedical
- Education, public health
- Educational measurement