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FAQ - Assessment is an important topic for us, I need to know more.

Answer

Assessment is considered to be a major issue throughout the consitutency (and throughout higher education as a whole). Several recent studies into assessment in medical education (e.g. Norman et. al., 2002; Fowell, et. al. 2000; Fowell and Bligh, 1998; Newble and Cannon, 1994) have documented the issues in relation to assessment (also common to dentistry and veterinary education). There are more references available than we can list here.

The LTSN-01 is seeking to broker some practical solutions. We are currently developing a strategy for the development of sample assessment questions through a process of:

  • use of expert teams to develop a variety of assessment question templates
  • use of question authoring teams (with mixed expert/novice and including assessment setting training) drafting questions according to outcomes documented in the QAA subject benchmarks
  • publication of authored questions as examples of good question writing with descriptions; over time the establishment of a bank of authored questions from which exams can be constructed.

LTSN-01 has gathered relevant literature and has investigated specific questions. For further details please see answers to the following faqs:

However, many multiple choice questions (negatively marked or not) are still used throughout the UK to 'test factual knowledge'. We are establishing a bank of MCQ and other questions (privately until enough questions have been secured in order to anonymise them and publish, in consultation with the institutions contributing the questions). If you wish to take part in this project, please email us.

The LTSN Generic Centre is currently producing a number of 'reports' into assessment, of a generic nature, including plagiarism. They are available from the generic centre website



References:

  • Fowell SL, Maudsley G, Maguire P, Leinster SJ, and Bligh J. Student assessment in undergraduate medical education in the United Kingdom 1998. Medical Education, 2000, 34 (Suppl. 1), 1-78. [Note: not available on line at the password protected Blackwells Medical Education site.]
  • Fowell, S. L. and Bligh, J. G. (1998). Recent developments in assessing medical students. Postgraduate Medical Journal, 74(867):18-24.
  • Jolly BC, Grant J (Eds). Good Assessment Guide: a practical guide to assessment and appraisals for higher specialist training. Joint Centre for Education in Medicine. (1998) ISBN: 1 873207 76 X. (127pp)
  • Newble D and Cannon R. A Handbook for Medical Teachers. Publishers Kluwer Academic Publishers, 1994. Fourth edition expected 2001. [Sister publication available at about £20 from Amazon, the real thing may be available for import from the US Amazon site.]
  • Newble DI, and Jaeger K. The effect of assessments and examinations on the learning of medical students. Medical Education, 1983, 17, 165-171. [Note: not available on line at the password protected Blackwells Medical Education site.]
  • Norman G, van der Vleuten C & Newble D. (eds). International Handbook for Research in Medical Education. (A major multi-author text reviewing research in medical education under sections: research methodologies; learning; the educational continuum; instructional strategies; assessment; implementing the curriculum; and what does the future hold. Publishers: Kluwer Academic Publishers).
  • Tomorrow's Doctors, General Medical Council, 1993.
  • US list of references: National Board of Medical Examiners.
  • A postgraduate study chapter with references can be found at Developing the Attributes of Medical Professional Judgement and Competence by Michael Eraut (Institute of Education University of Sussex) and Benedict du Boulay (School of Cognitive and Computing Sciences, University of Sussex).

 

Last updated: 04 July 2011

 
 
MEDEV, School of Medical Sciences Education Development,
Faculty of Medical Sciences, Newcastle University, NE2 4HH

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