Assignments created to assess the learning of medical students are targeted at identifying whether the students demonstrate the expected behaviors, developed new abilities or values, acquired new knowledge with regards to the medical practice and were overall successful after completing an educational program.
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To assess the student learning at the general hospital site, Objective Structured Clinical Examination (OSCE) is widely used. OSCEs are effective assessment tools that determine the proficiency of a student with regards to engagement with patients, communication with colleagues, as well as the exercising of sensitivity and empathy (General Medical Council, 2011). The success in performing clinical examinations and medical procedures can also be assessed with the help of OSCEs. The effectiveness of OSCEs is associated with objectivity since all students are assessed with the help of the same stations and assignments. The assignments are specific and structured in such a way that they apply to the theoretical and practical medical knowledge.
Another method of assessing students’ learning at the general hospital site included mini peer assessment tools (mini-PAT). This is a relatively new assessment method that implies the trainee’s self-assessment along with the collated ratings from the trainee’s peers (Abdulla, 2008). The effectiveness of such assessment method is associated with the students’ ability to compare the results of their self-assessments with the objective feedback given anonymously by their peers. Mini-PATs facilitate personal development, compliance with the established procedures, the accumulation of reliable information about students’ performance, as well as the overall achievement of the learning goals.
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Abdulla, A. (2008). A critical analysis of mini peer assessment tool (mini-PAT). J R Soc Med, 101(1), 22-26.
Epstein, R. (2007). Assessment in medical education. N Engl J Med, 356, 387-396.
General Medical Council. (2011). Assessment in undergraduate medical education. Web.
Howley, L. (2004). Performance assessment in medical education: where we’ve been and where we’re going. Eval Health Prof, 27(3), 285-303.
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Starr, S. (2014). Moving from evaluation to assessment. Journal of the Medical Library Association, 102(4), 227-229.
Vassar, M., Wheeler, D., & Franklin, J. (2010). Program evaluation in medical education: an overview of the utilization-focused approach. J Educ Eval Health Prof, 7, 1-8.