Innovative Assessment and Learning in a Problem Based Environment Conclusions
المؤلف:
Larry W. Belbeck & Shucui Jiang & Nicoleta Nutiu
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P240-C20
2025-07-14
345
Innovative Assessment and Learning in a Problem Based Environment Conclusions
• By refining the use of assessment strategies, we have been able to retain the advantages of small group learning in large class.
• Medical practice is a combination of factual knowledge, and positivist assessment, and also a wide range of personal skills and interpretivist assessment. Both are evaluated to determine a final mark.
• Learning is greatest and more fun, when assessment strategies are aligned with each of the components of the course both in the classroom and in electronic format.
• The course should provide a mechanism for a written student dossier to be available not only for assessment but for assisting the student in their careers.
• Assessment can be removed in areas of the course where inclusion of assessment around a specific activity can limit discussion or where assessment can be replaced by motivation.
• Although assessment is removed from certain areas, it is possible to evaluate all of the skills and knowledge in other areas of the assessment package.
• The addition of assessment strategies in areas such as clinical reasoning can capture discussions by students that are otherwise lost and also make any adjustments to marks in the fairest way to all concerned.
• Assessment of courses should include a questionnaire written by instructors and a summary of written comments written by one or two students to round out a statistical report generated by the administration.
• Assessment of courses should go beyond one year and incorporate changes in enrolment, the incorporation of concepts in other courses and universities.
• The course reflects the structure of three local problem-based medical schools allowing students to cite this as an example of problem-based learning and to explore their feelings about learning in this environment.
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