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Metrics in medical education.

McCoubrie P - Ulster Med J (2010)

Bottom Line: Assessment has a huge impact on learning; more so than most realise.Whilst there have been seemingly endless changes to current assessment strategies, there are some fundamental tenets to fair assessment that have changed little in recent decades.Similarly, whilst the hurdles to good quality assessment seem innumerable, there are lessons to be learnt from the literature that can lessen the impact of assessment on busy doctors.

View Article: PubMed Central - PubMed

Affiliation: University of Bristol, Department of Radiology, Southmead Hospital, Bristol BS10 5NB. paul.mccoubrie@nbt.nhs.uk

ABSTRACT
If every doctor is a teacher, then every doctor should be an examiner too. Assessment has a huge impact on learning; more so than most realise. Whilst there have been seemingly endless changes to current assessment strategies, there are some fundamental tenets to fair assessment that have changed little in recent decades. Similarly, whilst the hurdles to good quality assessment seem innumerable, there are lessons to be learnt from the literature that can lessen the impact of assessment on busy doctors.

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Conceptual map of the Hidden Curriculum
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Related In: Results  -  Collection


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fig1: Conceptual map of the Hidden Curriculum

Mentions: These models of learning can be illustrated as a Venn diagram of overlapping circles representing different ways of looking at a teaching program or curriculum (Figure 1). First, there is a formally stated curriculum, often written and widely available. This varies in style, content and format. Second, there is a taught curriculum; the subjects covered in teaching sessions. Third, the examined curriculum is that covered by assessment processes. Lastly, there is the learnt curriculum, the enigmatic and slightly unpredictable subjects that students and trainees actually learn. Of note in this model, the first three are under direct control of the teacher but the latter is not. One always hopes the learnt curriculum will overlap significantly with the others. A particularly well-organised teacher will have tight overlap between the stated, taught and examined curriculum, hence making it likely the learnt is too. But the examined curriculum is the one that is mostly likely to have overlap with the learnt curriculum. Perhaps the most important take-home message here is that assessment steers learning and the canny teacher harnesses assessment to do just that.


Metrics in medical education.

McCoubrie P - Ulster Med J (2010)

Conceptual map of the Hidden Curriculum
© Copyright Policy
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC2993142&req=5

fig1: Conceptual map of the Hidden Curriculum
Mentions: These models of learning can be illustrated as a Venn diagram of overlapping circles representing different ways of looking at a teaching program or curriculum (Figure 1). First, there is a formally stated curriculum, often written and widely available. This varies in style, content and format. Second, there is a taught curriculum; the subjects covered in teaching sessions. Third, the examined curriculum is that covered by assessment processes. Lastly, there is the learnt curriculum, the enigmatic and slightly unpredictable subjects that students and trainees actually learn. Of note in this model, the first three are under direct control of the teacher but the latter is not. One always hopes the learnt curriculum will overlap significantly with the others. A particularly well-organised teacher will have tight overlap between the stated, taught and examined curriculum, hence making it likely the learnt is too. But the examined curriculum is the one that is mostly likely to have overlap with the learnt curriculum. Perhaps the most important take-home message here is that assessment steers learning and the canny teacher harnesses assessment to do just that.

Bottom Line: Assessment has a huge impact on learning; more so than most realise.Whilst there have been seemingly endless changes to current assessment strategies, there are some fundamental tenets to fair assessment that have changed little in recent decades.Similarly, whilst the hurdles to good quality assessment seem innumerable, there are lessons to be learnt from the literature that can lessen the impact of assessment on busy doctors.

View Article: PubMed Central - PubMed

Affiliation: University of Bristol, Department of Radiology, Southmead Hospital, Bristol BS10 5NB. paul.mccoubrie@nbt.nhs.uk

ABSTRACT
If every doctor is a teacher, then every doctor should be an examiner too. Assessment has a huge impact on learning; more so than most realise. Whilst there have been seemingly endless changes to current assessment strategies, there are some fundamental tenets to fair assessment that have changed little in recent decades. Similarly, whilst the hurdles to good quality assessment seem innumerable, there are lessons to be learnt from the literature that can lessen the impact of assessment on busy doctors.

Show MeSH