Assessment in anatomy

Article English OPEN
Brenner, Erich ; Chirculescu, Andy R M ; Reblet, Concepción ; Smith, Claire (2015)
  • Publisher: Spanish Society of Anatomy
  • Subject: QM0001

From an educational perspective, a very important problem is that of assessment, for establishing competency and as selection criterion for different professional purposes. Among the issues to be addressed are the methods of assessment and/or the type of tests, the range of scores, or the definition of honour degrees. The methods of assessment comprise such different forms such as the spotter examination, short or long essay questions, short answer questions, true-false questions, single best answer questions, multiple choice questions, extended match questions, or several forms of oral approaches such as viva voce examinations.Knowledge about this is important when assessing different educational objectives; assessing educational objectives from the cognitive domain will need different assessment instruments than assessing educational objectives from the psychomotor domain or even the affective domain.There is no golden rule, which type of assessment instrument or format will be the best in measuring certain educational objectives; but one has to respect that there is no assessment instrument, which is capable to assess educational objectives from all domains of educational objectives.Whereas the first two or three levels of progress can be assessed by well-structured written examinations such as multiple choice questions, or multiple answer questions, other and higher level progresses need other instruments, such as a thesis, or direct observation.This is no issue at all in assessment tools, where the students are required to select the appropriate answer from a given set of choices, as in true false questions, MCQ, EMQ, etc. The standard setting is done in these cases by the selection of the true answer.
  • References (16)
    16 references, page 1 of 2

    critical care in surgery. Med Teach, 19(3): 190-193.

    FLEXNER A (1910) Medical education in the United States and Canada. A report to the Carnegie Foundation for the Advancement of Teaching. Carnegie Foundation for the Advancement of Teaching, New York.

    FLEXNER A (2002) Medical education in the United States and Canada. Bull World Health Organ, 80(7): 594-602.

    GARG AX, NORMAN G, SPEROTABLE L (2001) How medical students learn spatial anatomy. Lancet, 357(9253): 363-364.

    GIBBS G, HABESHAW T (1989) Preparing to teach. An Introduction to effective teaching in higher education. Technical & Educational Services Ltd, Bristol.

    Guilbert J-J (1998) Classification of professional tasks into three domains: practical, communication and intellectual skills. In: GUILBERT J-J (ed). Educational Handbook for Health Personnel. World Health Organisation, Geneva, 1.50-51.54.

    MILLER GE (1990) The assessment of clinical skills/ competence/performance. Acad Med, 65(9): S63-67.

    MORRIS J, CHIRCULESCU A (2007) Structure and assessment of a short intense clinical anatomy course shortly before clinical studies. Eur J Anat, 11(S1): 95-98.

    NORCINI JJ (2003) Setting standards on educational tests. Med Educ, 37(5): 464-469.

    PEEL S (1998) An innovative problem-solving assessment for groups of first-year medical undergraduatesThink Tanks. Med Educ, 32(1): 35-39.

  • Metrics
    views in OpenAIRE
    views in local repository
    downloads in local repository

    The information is available from the following content providers:

    From Number Of Views Number Of Downloads
    Sussex Research Online - IRUS-UK 0 208
Share - Bookmark