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METHODOLOGY OF ASSESMENT IN BASIC MEDICAL EDUCATION

METHODOLOGY OF ASSESMENT IN BASIC MEDICAL EDUCATION. asist. Nena Kopčavar Guček, MD Departement of Family Practice University of Ljubljana,Slovenia. Assesment, as all other components of education, should be conducted properly, with expertise, care and respect. (BMJ 1997; 315:1108-9.).

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METHODOLOGY OF ASSESMENT IN BASIC MEDICAL EDUCATION

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  1. METHODOLOGY OF ASSESMENT IN BASIC MEDICAL EDUCATION asist. Nena Kopčavar Guček, MD Departement of Family Practice University of Ljubljana,Slovenia

  2. Assesment, as all other components of education, should be conducted properly, with expertise,care and respect. (BMJ 1997; 315:1108-9.)

  3. Although few of us have received formal training in teaching skills, most undertake the job conscientiously and enthusiastically. (BMJ 2003, 326:591-4.)

  4. As several health systems out more emphasis on primary care, this setting will increasingly be used for teaching pre- and post-graduate medical students. (Fam Pract 2002; 19:183-8.)

  5. Setting the educational objectives at the beginning of the educational activity is essential for teachers as well as for the students. It gives a clearer idea of what is expected from students; they would best be in written form. (Habershaw S, Habershaw T, Gibbs G: 53 interesting things to do in your seminars and tutorials.Technical and Educational Services, UK, 1992:25.)

  6. Assesment of a medical student or trainee undoubtedly consists of several components: • clinical knowledge • performance, • skills, • attitude, • behaviour, • ethical principles…

  7. There are some universal ground rules to assesing: • say some positive and some negative things, • be positive and encouraging rather than negative and discouraging, • being one`s role model gives the teacher a big responsibility, • the students are adult and responsible individuals.

  8. One has to select a grading method that best promotes learning in his/her environment. That is, after all, the prime function of assesment.

  9. There is a secondary function of assesment that we are sometimes unaware of. A unfavourable assesment could jeopardize one`s chance to get a scholarship, a competetive post or promotion…

  10. Let`s reflect on which characteristics of our teacherswhile assesing were most disturbing to us, when we were students. • teacher`s pets • forgetfulness • divine perfection • …

  11. Assesing a student is a complex task for the tutors and we use a Lickert type questionnaire, checking points for some of the components: • his clinical knowledge (treating simple infections etc.) • his performances (did he always recognize the real cause for the consultation…) • his skills (measurning pressure, communicating with patients…) • attitude at work • behaviour towards patients and other members of the team • respecting ethical principles. All is published in the student`s handbook, which they receive at the beginning of the course.

  12. All students take a written exam, go through the OSCE stations and conclude with an oral exam. The finalgrade is the synthesis of all the components.

  13. Assesing a resident can be even more multilateral. It consists of several partial assesments: • a visit in his practice, • his written report about his practice, • the analysis of his prescribing pattern, • written part of the evaluation, completed by the visiting teacher, • written part of the exam (multiple choice), • OSCE stations (practical part), • presenting three patients, • oral part of the exam.

  14. We are constantly seeking feedback from students and residents on our methods of assesment and have decided on additional activities: • all info considering assesment is available on the internet, • constantly evaluating, updating and adding to the pool of multiple choice questions, • »talking hours» for students and residents, theit tutors and mentors especially for the exam, • staying open for suggestions from students and trainees, • analysing the passing rate and average grades.

  15. Learning is a lifelong process.

  16. The most precious three words in education are »I don´t know,» even if pronounced by the teacher.

  17. Admitting one`s limitations to the student should not be avoided. On the contrary. students show respect for the teachers who are honest and don`t pretend to be perfect.

  18. Don´t forget: we are under constant assessment…

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