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How we tackled the problem of assessing humanities, social and behavioural sciences in medical education

Goodwin, Dawn and Machin, Laura (2016) How we tackled the problem of assessing humanities, social and behavioural sciences in medical education. Medical Teacher, 38 (2). pp. 137-140. ISSN 0142-159X

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Abstract

Background: Assessment serves as an important motivation for learning. However, multiple choice and short answer question formats are often considered unsatisfactory for assessment of medical humanities, and the social and behavioural sciences. Little consensus exists as to what might constitute ‘best’ assessment practice. What we did: We designed an assessment format closely aligned to the curricular approach of problem-based learning which allows for greater assessment of students’ understanding, depth of knowledge and interpretation, rather than recall of rote learning. Conclusion: The educational impact of scenario-based assessment has been profound. Students reported changing their approach to PBL, independent learning and exam preparation by taking a less reductionist, more interpretative approach to the topics studied.

Item Type: Article
Journal or Publication Title: Medical Teacher
Subjects:
Departments: Faculty of Health and Medicine > Medicine
ID Code: 73637
Deposited By: ep_importer_pure
Deposited On: 18 Jun 2015 06:33
Refereed?: Yes
Published?: Published
Last Modified: 18 Dec 2017 06:49
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/73637

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