AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician
AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician
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DOI：
10.1080/0142159032000151907
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发表时间：
2003-11-01
期刊：
影响因子：
4.7
通讯作者：
Harden, RM
中科院分区：
文献类型：
--
作者：
Shumway, JM;Harden, RM
当代医学教育的两个重要特征是公认的。第一，强调评估是确保培训方案质量、激励学生和指导他们学习的工具。第二种是转向以结果为基础的教育，即确定学习结果，并根据这些结果决定课程。这两个趋势是密切相关的。如果教师要更好地评估学生，他们需要了解评估过程，欣赏要评估的学习成果，并认识到评估每个成果的最适当工具。选择的评估工具应有效、可靠、实用，并对学生的学习产生适当的影响。首选的评估工具将根据评估结果而有所不同。它可能是某种形式的笔试，一种表现测试，如OSCE，其中可以在模拟情况下测试学生的能力，以及根据导师的报告和学生的档案袋测试学生在临床实践中的行为。可以为每个学生制作一份评估档案，突出学生在所需标准上取得的学习成果，以及其他未达到标准的成果。出于教育和经济的原因，整个教育体系应在涉及评估学习成果的测试开发方面以及在实施基于能力的评估方法方面进行合作。
Two important features of contemporary medical education are recognized. The first is an emphasis on assessment as a tool to ensure quality in training programmes, to motivate students and to direct what they learn. The second is a move to outcome-based education where the learning outcomes are defined and decisions about the curriculum are based on these. These two trends are closely related. If teachers are to do a better job of assessing their students, they need an understanding of the assessment process, an appreciation of the learning outcomes to be assessed and a recognition of the most appropriate tools to assess each outcome. Assessment tools selected should be valid, reliable, practical and have an appropriate impact on student learning. The preferred assessment tool will vary with the outcome to be assessed. It is likely to be some form of written test, a performance test such as an OSCE in which the student's competence can be tested in a simulated situation, and a test of the student's behaviour over time in clinical practice, based on tutors' reports and students' portfolios. An assessment profile can be produced for each student which highlights the learning outcomes the student has achieved at the required standard and other outcomes where this is not the case. For educational as well as economic reasons, there should be collaboration across the continuum of education in test development as it relates to the assessment of learning outcomes and in the implementation of a competence-based approach to assessment.