STUDENT ASSESSMENT IN MEDICAL EDUCATION: A CANADIAN CASE STUDY |
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| Authors: | Victor R Neuféld MD |
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| Institution: | Faculty of Health Sciences , McMaster University , Hamilton, Ontario |
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| Abstract: | The assessment system of a Canadian medical education program is described. The M.D. Program at McMaster University features the central use of clinical cases as the basis for learning, and the fostering of independence in learning by students. The assessment system, designed to match the objectives and methods of learning, is guided by several principles. These include a balanced emphasis on a range of objectives, the use of on‐going informal feedback, defined and shared responsibilities in assessment, and the design and use of measures which most appropriately match the objectives. More than ten years of experience has pointed out several lessons: if self‐directed learning is held as important, there is a trade‐off between excessively specific objectives, on the one hand, and too little guidance on the other. This attempt to create a balance between these extremes produces a degree of unevenness in the assessment system. External influences such as the national licensing examinations have some effect on the learning climate. It is predicted that the basic elements of the assessment system will remain in place, but some specific changes will occur. These include a clearer statement of objectives on which assessment can be based, the improvement of measurement tools, and an increased emphasis on the training of those who participate in the assessment system. |
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