METHODOLOGY OF ASSESMENT IN BASIC MEDICAL EDUCATION

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METHODOLOGY OF ASSESMENT IN BASIC MEDICAL
EDUCATION

• asist. Nena Kopcavar Gucek, MD
• Departement of Family Practice
• University of Ljubljana,Slovenia

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Assesment, as all other components of education,
should be conducted properly, with expertise,
care and respect.

(BMJ 1997 3151108-9.)

3
Although few of us have received formal training
in teaching skills, most undertake the job
conscientiously and enthusiastically.

(BMJ 2003,
326591-4.)
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 19183-8.)
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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, 199225.)
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Assesment of a medical student or trainee
undoubtedly consists of several components

• clinical knowledge
• performance,
• skills,
• attitude,
• behaviour,
• ethical principles

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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 ones role model gives the teacher a big
  responsibility,
• the students are adult and responsible
  individuals.

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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 ones chance to get a
scholarship, a competetive post or promotion
10
Lets reflect on which characteristics of our
teachers while assesing were most disturbing to
us, when we were students.

• teachers pets
• forgetfulness
• divine perfection

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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 students handbook, which
  they receive at the beginning of the course.

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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.
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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.

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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.

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Learning is a lifelong process.
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The most precious three words in education are I
dont know, even if pronounced by the teacher.
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Admitting ones limitations to the student should
not be avoided. On the contrary. students show
respect for the teachers who are honest and dont
pretend to be perfect.
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Dont forget we are under constant assessment