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Examinations and curriculum in medical education and learning-assessment relations

Year 2014, Volume: 31 Issue: 1, 1 - 5, 04.06.2014

Rahman Yavuz , Hacı Tontuş

Abstract

In recent times, the increasingly growing developments contribute to be configured to curriculum and examinations. Even though the curriculum planning and development are extremely important: it should be noted that students’ examination anxiety. We may consider it as the relationship among the student-tutorials-education program.

Keywords

Assessment Curriculum Examination Learning Medical education Teaching

References

  • Al Shawwa, L.A., 2012. The establishment and roles of the Medical Education Department in the Faculty of Medicine, King Abdul Aziz University, Jeddah Saudi Arabia. Oman Med. J. 27, 4-9. doi:10.5001/omj.2012.02.
  • Batalden, P., Leach, D., Swing, S., Dreyfus, H., Dreyfus, S., 2002. General competencies and accreditation in graduate medical education. Health Aff (Millwood). 21, 103-111. doi: 10.1377/hlthaff.21.5.103.
  • Ben-David, M.F., 2000. The role of assessment in expanding professional horizons. Med Teach. 22, 472-477. doi: 10.1080/01421590050110731 Black, P., Wiliam, D., 1998. Assessment and classroom learning. Assessment in education: Principles. Policy&Practice. 5, 1-74. doi: 1080/0969595980050102.
  • Brannick, M.T., Korkmaz, T.E., Prewett, M., 2011. A systematic review of the reliability of objective structured clinical examination scores. Med. Educ. 45, 1181-1189. doi: 10.1111/j.1365-2923.2011.04075.x.
  • Cowie, B., Beverley, B., 1999. A model of formative assessment in science education. Assessment in Education. 6, 101-116. doi: 1080/09695949993026.
  • Cox, M., Irby, D.M., 2007. Assessment in medical education. N. Engl. J. Med. 356, 387-396. doi:10.1056/NEJMra054784.
  • Elçin, M., 2010. Tıp eğitiminin tarihçesi. Hacettepe Tıp Dergisi. 41, 195-202.
  • Frank, J.R., Snell, L.S., Cate, O.T., Holmboe, E.S., Carraccio, C., Swing, S.R., Harris, P., Glasgow, N.J., Campbell, C., Dath, D., Harden, R.M., Iobst, W., Long, D.M., Mungroo, R., Richardson, D.L., Sherbino, J.H, Silver, I., Taber, S., Talbot, M., Harris, K.A., 2010. Competency-based medical education: Theory to practice. Med. Teach. 32, 638-645. doi:10.3109/0142159X.2010.501190.
  • Frenk, J., Chen, L., Bhutta, Z.A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., Garcia, P., Ke, Y., Kelley, P., Kistnasamy, B., Meleis, A., Naylor, D., Mendez, A.P., Reddy, S., Scrimshaw, S., Sepulveda, J., Serwadda, D., Zurayk, H., 2010. Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. Lancet. 376, 1923-1958. doi: 10.1016/S0140-6736(10)61854-5.
  • Georgantopoulou, C., 2009. Medical education in Greece. Med. Teach. 31, 13-17. doi: 10.1080/01421590802331453.
  • Harden, R.M, Sowden, S., Dunn, W.R., 1984. Educational strategies in curriculum development: the SPICES model. 18, 284-297. doi: 10.1111/ j.1365-2923.1984.tb01024.x.
  • Harden, R.M, 1988. What is an OSCE? Med Teach.10, 19-22. doi: 10.3109/01421598809019321.
  • Harden, R.M., 2009. Curriculum planning and development, In: Dent J.A. & Harden R.M., A Practical guide for medical teachers. Churchill Livingstone, Elsevier, Third Edition, pp. 10-16.
  • Hochlehnert, A., Brass, K., Möltner, A., Schultz, J.H., Norcini, J., Tekian, A., Jünger, J., 2012. Good exams made easy: The item management system for multiple examination formats. BMC Med. Educ. 12, 63. doi:10.1186/1472-6920-12-63.
  • Hodges, B., 2003. OSCE! Variations on a theme by Harden. Medical Education. 37, 1134-1140. doi:10.1046/j.1365-2923.2003.01717.x.
  • Humphrey, C., Hickman, S., Gullford, MC., 2011. Place of medical qualification and outcomes of UK General Medical Council “fitness to practise” process: Cohort study. BMJ. 342, 1-9. doi: http://dx.doi.org/10.1136/bmj.d1817.
  • Jünger, J., Möltner, A., Lammerding, K,M., Rau, T., Obertacke, U., Biller, S., Narciß, E., 2010. Durchführung der universitären Prüfungen im klinischen Abschnitt des Medizinstudiums nach den Leitlinien des GMAAusschusses Prüfungen: Eine Bestandsaufnahme der medizinischen Fakultäten in Baden-Württemberg. GMS Z. Med. 27, 57. doi: 10.3205/zma000694.
  • Miller, GA., 1990. The assessment of clinical skills/competence/performance. Acad. Med. 65, 63-67.
  • Möltner, A., Duelli, R., Resch, F., Schultz, J.H., Jünger, J., 2010. Fakultätsinterne Prüfungen an den deutschen medizinischen Fakultäten. GMS Z Med. 27, 44. doi: 10.3205/zma000681.
  • Nicol, D.J., Dick, D.M., 2006. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education. 31, 199-218. doi: 10.1080/03075070600572090.
  • Norcini, J., Boulet, J. R., 2003. Methodological issues in the use of standardised patients for assessment. Teach. Learn. Med.15, 293-297. doi: 1207/S15328015TLM1504_12. Yavuz and Tontuş
  • Norcini, J.J., 2005. Current perspectives in assessment: The assessment of performance at work. Med. Educ. 39, 880-889. doi: 10.1111/j.1365292005.02182.x.
  • Norcini, J.J., McKinley, D.W., 2007. Assessment methods in medical education. Teaching and Teacher Education. 23, 239-250. doi:10.1016/j. tate.2006.12.021.
  • Okka, B., Demirci, M., 2012. The curriculum and education of medicine after Galen in Alexandria. Egypt. Saudi Med. J. 33, 937-941.
  • Özdemir, S.T., 2005. Tıp eğitimi ve standartlar. Uludağ Üniversitesi Tıp Fakültesi Dergisi. 31, 133-137.
  • Schuwirth, L., van der Vleuten, C., 2004. Merging views on assessment. Med. Educ. 38, 1208-1210. doi: 10.1111/j.1365-2929.2004.02055.x.
  • Swanson, D.B, 1987. A measurement framework for performance based tests. In: Hart, I., Harden, R., editors. Further developments in assessing clinical competence. Montreal: Can-Heal. pp. 13-45.
  • Thomas, P.A., Kern, D.E., 2004. Internet resources for curriculum development in medical education. J. Gen. Intern. Med. 19, 599-605. doi: 1111/j.1525-1497.2004.99999.x.
  • Turan, S., Üner, S., Elçin, M., 2010. The Impact of standardized patient feedback on student motivational levels. Balkan Med. J. 28, 43-48. http:// dx.doi.org/10.1016/j.sbspro.2009.01.006.
  • Weatherall, D.J., 2006. Science in the undergraduate curriculum during the 20th century. Med. Educ. 40, 195-201. doi: 10.1111/j.1365292006.02399.x.
  • White, S.A., van den Broek, N.R., 2004. Methods for assessing reliability and validity for a measurement tool: A case study and critique using the WHO haemoglobin colour scale. Stat. Med. 30, 1603-1619. doi: 10.1002/sim.1804.
  • World Federation for Medical Education., 2003. Basic Medical Education. WFME Global Standards for Quality Improvement. Copenhagen: WFME Office; 2003. [Accessed 03 February 2014]. Available from: http://www.wfme.org/standards/bme/doc_download/3-qualityimprovement-in-basic-medical-education-english.
  • Yelland, M.J., 1998. Standardized patients in the assessment of general practice consulting skills. Med. Educ. 32, 8-13. doi: 10.1046/j.1365291998.00694.x.

Year 2014, Volume: 31 Issue: 1, 1 - 5, 04.06.2014

Rahman Yavuz , Hacı Tontuş

Abstract

References

  • Al Shawwa, L.A., 2012. The establishment and roles of the Medical Education Department in the Faculty of Medicine, King Abdul Aziz University, Jeddah Saudi Arabia. Oman Med. J. 27, 4-9. doi:10.5001/omj.2012.02.
  • Batalden, P., Leach, D., Swing, S., Dreyfus, H., Dreyfus, S., 2002. General competencies and accreditation in graduate medical education. Health Aff (Millwood). 21, 103-111. doi: 10.1377/hlthaff.21.5.103.
  • Ben-David, M.F., 2000. The role of assessment in expanding professional horizons. Med Teach. 22, 472-477. doi: 10.1080/01421590050110731 Black, P., Wiliam, D., 1998. Assessment and classroom learning. Assessment in education: Principles. Policy&Practice. 5, 1-74. doi: 1080/0969595980050102.
  • Brannick, M.T., Korkmaz, T.E., Prewett, M., 2011. A systematic review of the reliability of objective structured clinical examination scores. Med. Educ. 45, 1181-1189. doi: 10.1111/j.1365-2923.2011.04075.x.
  • Cowie, B., Beverley, B., 1999. A model of formative assessment in science education. Assessment in Education. 6, 101-116. doi: 1080/09695949993026.
  • Cox, M., Irby, D.M., 2007. Assessment in medical education. N. Engl. J. Med. 356, 387-396. doi:10.1056/NEJMra054784.
  • Elçin, M., 2010. Tıp eğitiminin tarihçesi. Hacettepe Tıp Dergisi. 41, 195-202.
  • Frank, J.R., Snell, L.S., Cate, O.T., Holmboe, E.S., Carraccio, C., Swing, S.R., Harris, P., Glasgow, N.J., Campbell, C., Dath, D., Harden, R.M., Iobst, W., Long, D.M., Mungroo, R., Richardson, D.L., Sherbino, J.H, Silver, I., Taber, S., Talbot, M., Harris, K.A., 2010. Competency-based medical education: Theory to practice. Med. Teach. 32, 638-645. doi:10.3109/0142159X.2010.501190.
  • Frenk, J., Chen, L., Bhutta, Z.A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., Garcia, P., Ke, Y., Kelley, P., Kistnasamy, B., Meleis, A., Naylor, D., Mendez, A.P., Reddy, S., Scrimshaw, S., Sepulveda, J., Serwadda, D., Zurayk, H., 2010. Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. Lancet. 376, 1923-1958. doi: 10.1016/S0140-6736(10)61854-5.
  • Georgantopoulou, C., 2009. Medical education in Greece. Med. Teach. 31, 13-17. doi: 10.1080/01421590802331453.
  • Harden, R.M, Sowden, S., Dunn, W.R., 1984. Educational strategies in curriculum development: the SPICES model. 18, 284-297. doi: 10.1111/ j.1365-2923.1984.tb01024.x.
  • Harden, R.M, 1988. What is an OSCE? Med Teach.10, 19-22. doi: 10.3109/01421598809019321.
  • Harden, R.M., 2009. Curriculum planning and development, In: Dent J.A. & Harden R.M., A Practical guide for medical teachers. Churchill Livingstone, Elsevier, Third Edition, pp. 10-16.
  • Hochlehnert, A., Brass, K., Möltner, A., Schultz, J.H., Norcini, J., Tekian, A., Jünger, J., 2012. Good exams made easy: The item management system for multiple examination formats. BMC Med. Educ. 12, 63. doi:10.1186/1472-6920-12-63.
  • Hodges, B., 2003. OSCE! Variations on a theme by Harden. Medical Education. 37, 1134-1140. doi:10.1046/j.1365-2923.2003.01717.x.
  • Humphrey, C., Hickman, S., Gullford, MC., 2011. Place of medical qualification and outcomes of UK General Medical Council “fitness to practise” process: Cohort study. BMJ. 342, 1-9. doi: http://dx.doi.org/10.1136/bmj.d1817.
  • Jünger, J., Möltner, A., Lammerding, K,M., Rau, T., Obertacke, U., Biller, S., Narciß, E., 2010. Durchführung der universitären Prüfungen im klinischen Abschnitt des Medizinstudiums nach den Leitlinien des GMAAusschusses Prüfungen: Eine Bestandsaufnahme der medizinischen Fakultäten in Baden-Württemberg. GMS Z. Med. 27, 57. doi: 10.3205/zma000694.
  • Miller, GA., 1990. The assessment of clinical skills/competence/performance. Acad. Med. 65, 63-67.
  • Möltner, A., Duelli, R., Resch, F., Schultz, J.H., Jünger, J., 2010. Fakultätsinterne Prüfungen an den deutschen medizinischen Fakultäten. GMS Z Med. 27, 44. doi: 10.3205/zma000681.
  • Nicol, D.J., Dick, D.M., 2006. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education. 31, 199-218. doi: 10.1080/03075070600572090.
  • Norcini, J., Boulet, J. R., 2003. Methodological issues in the use of standardised patients for assessment. Teach. Learn. Med.15, 293-297. doi: 1207/S15328015TLM1504_12. Yavuz and Tontuş
  • Norcini, J.J., 2005. Current perspectives in assessment: The assessment of performance at work. Med. Educ. 39, 880-889. doi: 10.1111/j.1365292005.02182.x.
  • Norcini, J.J., McKinley, D.W., 2007. Assessment methods in medical education. Teaching and Teacher Education. 23, 239-250. doi:10.1016/j. tate.2006.12.021.
  • Okka, B., Demirci, M., 2012. The curriculum and education of medicine after Galen in Alexandria. Egypt. Saudi Med. J. 33, 937-941.
  • Özdemir, S.T., 2005. Tıp eğitimi ve standartlar. Uludağ Üniversitesi Tıp Fakültesi Dergisi. 31, 133-137.
  • Schuwirth, L., van der Vleuten, C., 2004. Merging views on assessment. Med. Educ. 38, 1208-1210. doi: 10.1111/j.1365-2929.2004.02055.x.
  • Swanson, D.B, 1987. A measurement framework for performance based tests. In: Hart, I., Harden, R., editors. Further developments in assessing clinical competence. Montreal: Can-Heal. pp. 13-45.
  • Thomas, P.A., Kern, D.E., 2004. Internet resources for curriculum development in medical education. J. Gen. Intern. Med. 19, 599-605. doi: 1111/j.1525-1497.2004.99999.x.
  • Turan, S., Üner, S., Elçin, M., 2010. The Impact of standardized patient feedback on student motivational levels. Balkan Med. J. 28, 43-48. http:// dx.doi.org/10.1016/j.sbspro.2009.01.006.
  • Weatherall, D.J., 2006. Science in the undergraduate curriculum during the 20th century. Med. Educ. 40, 195-201. doi: 10.1111/j.1365292006.02399.x.
  • White, S.A., van den Broek, N.R., 2004. Methods for assessing reliability and validity for a measurement tool: A case study and critique using the WHO haemoglobin colour scale. Stat. Med. 30, 1603-1619. doi: 10.1002/sim.1804.
  • World Federation for Medical Education., 2003. Basic Medical Education. WFME Global Standards for Quality Improvement. Copenhagen: WFME Office; 2003. [Accessed 03 February 2014]. Available from: http://www.wfme.org/standards/bme/doc_download/3-qualityimprovement-in-basic-medical-education-english.
  • Yelland, M.J., 1998. Standardized patients in the assessment of general practice consulting skills. Med. Educ. 32, 8-13. doi: 10.1046/j.1365291998.00694.x.
There are 33 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Basic Medical Sciences
Authors

Rahman Yavuz

Hacı Tontuş

Publication Date June 4, 2014
Submission Date July 11, 2013
Published in Issue Year 2014 Volume: 31 Issue: 1

Cite

APA Yavuz, R., & Tontuş, H. (2014). Examinations and curriculum in medical education and learning-assessment relations. Journal of Experimental and Clinical Medicine, 31(1), 1-5.
AMA Yavuz R, Tontuş H. Examinations and curriculum in medical education and learning-assessment relations. J. Exp. Clin. Med. June 2014;31(1):1-5.
Chicago Yavuz, Rahman, and Hacı Tontuş. “Examinations and Curriculum in Medical Education and Learning-Assessment Relations”. Journal of Experimental and Clinical Medicine 31, no. 1 (June 2014): 1-5.
EndNote Yavuz R, Tontuş H (June 1, 2014) Examinations and curriculum in medical education and learning-assessment relations. Journal of Experimental and Clinical Medicine 31 1 1–5.
IEEE R. Yavuz and H. Tontuş, “Examinations and curriculum in medical education and learning-assessment relations”, J. Exp. Clin. Med., vol. 31, no. 1, pp. 1–5, 2014.
ISNAD Yavuz, Rahman - Tontuş, Hacı. “Examinations and Curriculum in Medical Education and Learning-Assessment Relations”. Journal of Experimental and Clinical Medicine 31/1 (June 2014), 1-5.
JAMA Yavuz R, Tontuş H. Examinations and curriculum in medical education and learning-assessment relations. J. Exp. Clin. Med. 2014;31:1–5.
MLA Yavuz, Rahman and Hacı Tontuş. “Examinations and Curriculum in Medical Education and Learning-Assessment Relations”. Journal of Experimental and Clinical Medicine, vol. 31, no. 1, 2014, pp. 1-5.
Vancouver Yavuz R, Tontuş H. Examinations and curriculum in medical education and learning-assessment relations. J. Exp. Clin. Med. 2014;31(1):1-5.
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