scholarly journals Applying the utility index to review single best answer questions in medical education assessment

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Leda Mirbahai ◽  
James W Adie
Keyword(s):  
Medical Education ◽  
Education Assessment ◽  
Utility Index

Eponymous Syndromes

2019 ◽  
Author(s):  
Ricky Sinharay ◽  
Doug Fink
Keyword(s):  
Medical Education ◽  
Rote Learning ◽  
Education Assessment

Medicine has long been riddled with diseases and tests named after things, places, and people. Whilst this can be fun to learn and remember for pub quiz answers, this can become increasingly difficult and does not lend itself well to medical education assessment theory which would class recall of these names as rote learning. In this chapter, which looks at such syndromes, we have aimed to cover some of these eponymous syndromes but using their generic fea­tures, rather than focusing on their specific historical names.

scholarly journals Learning Analytics in Medical Education Assessment: The Past, the Present, and the Future

2018 ◽  
Vol 2 (2) ◽  
pp. 178-187 ◽  
Author(s):  
Teresa Chan ◽  
Stefanie Sebok-Syer ◽  
Brent Thoma ◽  
Alyssa Wise ◽  
Jonathan Sherbino ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Analytics ◽  
Education Assessment ◽  
The Past ◽  
The Future

Medical education: assessment of a regent scheme

1980 ◽  
Vol 14 (2) ◽  
pp. 124-129 ◽  
Author(s):  
J. D. HALDANE ◽  
D. A. ALEXANDER
Keyword(s):  
Medical Education ◽  
Education Assessment

scholarly journals The costs of medical education assessment

2015 ◽  
Vol 38 (2) ◽  
pp. 111-112 ◽  
Author(s):  
Craig Brown ◽  
Jennifer Cleland ◽  
Kieran Walsh
Keyword(s):  
Medical Education ◽  
Education Assessment

scholarly journals Readability as a Source of Measurement Error in Medical Education Assessment

2019 ◽  
Vol 14 (4) ◽  
pp. 71-74
Author(s):  
Dylan Harver ◽  
◽  
Kenneth D. Royal ◽  
Keyword(s):  
Medical Education ◽  
Measurement Error ◽  
Education Assessment

scholarly journals Collecting Validity Evidence: A Hands-on Workshop for Medical Education Assessment Instruments

MedEdPORTAL ◽  
2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Caroline R. Paul ◽  
Michael S. Ryan ◽  
Gary L. Beck Dallaghan ◽  
Thanakorn Jirasevijinda ◽  
Patricia D. Quigley ◽  
...  
Keyword(s):  
Medical Education ◽  
Assessment Instruments ◽  
Validity Evidence ◽  
Education Assessment ◽  
Hands On

scholarly journals Undergraduate Plastic Surgery Education: A National Survey of Clerkship Directors

2017 ◽  
Vol 26 (2) ◽  
pp. 104-109
Author(s):  
Alexander Morzycki ◽  
Martin LeBlanc ◽  
Jason Williams
Keyword(s):  
Medical Education ◽  
Plastic Surgery ◽  
Task Force ◽  
National Curriculum ◽  
Aesthetic Surgery ◽  
Significant Heterogeneity ◽  
Education Assessment ◽  
Resource Characteristics ◽  
Surgery Education ◽  
Health Canada

Background: The delivery of medical education has received increased attention in recent years due to ongoing time and financial constraints faced by medical educators. Given the recent calls to action by the Carnegie Foundation and Health Canada, an evaluation of the specialty education sector is warranted. To our knowledge, this is the first assessment of the Canadian plastic surgery undergraduate clerkship curriculum. Method: An anonymous electronic survey was distributed to the plastic surgery clerkship directors of all Canadian medical schools (N = 17). The survey consisted of Likert scales and open-ended short answer questions. Themes included general clerkship information, exposure characteristics, teaching characteristics, resource characteristics, and challenges and barriers faced by clerkship directors. Results: Survey response rate was 88%. All responding schools offered a clerkship rotation of varying length in time (1-4 weeks). Students had the most exposure to breast surgery (100%) and general plastic surgery (100%) and the least exposure to aesthetic surgery (40%). Sixty percent of schools indicated the use of modern educational methods. Resources available for teaching students varied. Rotations received excellent feedback from medical students (67%). More than half of respondents would like to see a universal, nationally formulated plastic surgery clerkship curriculum. Conclusion: There is significant heterogeneity in the delivery of plastic surgery clerkship in Canada. A number of areas for improvement have been identified. We hope to establish a national plastic surgery clerkship task force to address the concerns raised here and improve the delivery of undergraduate medical education. Assessment of students based on a national curriculum may help in decision-making regarding plastic surgery program admissions by introducing an element of standardization to clerkship exposure.

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