Assessing medical student competence in non-traditional domains can be challenging. Conventional methods of assessment are generally unsatisfactory. The authors discuss the approach taken at the Brown Medical School, USA to assess students at the beginner, intermediate, and advanced levels in the social and community contexts of health care - one of the nine abilities that comprise Brown's competency-based curriculum. At the beginner level, faculty use weekly field notes written by students about their experiences in community practice placements as the means for assessment. At the intermediate level, faculty assess students based on their completion of a project focused on a community health problem. At the advanced level, a screening process is used in which students first meet individually with a member of the assessment committee who determines if the student's efforts appear to meet the expected standards. If success seemed likely, then the student was encouraged to appear before the whole committee. The authors discuss the common use of subjective judgments at all three levels and the importance of diverse perspectives in achieving a consensus. Allowing students wide latitude in expressing themselves and their accomplishments helps to ensure success.

译文

在非传统领域评估医学生的能力可能具有挑战性。传统的评估方法通常不能令人满意。作者讨论了美国布朗医学院在医疗保健的社会和社区环境中评估初级,中级和高级水平的学生的方法,这是布朗基于能力的课程的九种能力之一。在初学者级别,教师使用学生每周写的关于他们在社区实习中的经历的实地笔记作为评估的手段。在中级阶段,教师会根据学生完成针对社区健康问题的项目来评估学生。在高级级别上,使用了筛选过程,其中学生首先与评估委员会的成员单独会面,后者确定学生的努力是否达到了预期的标准。如果成功似乎是可能的,那么鼓励学生出现在整个委员会面前。作者讨论了主观判断在所有三个层次上的普遍使用以及不同观点对达成共识的重要性。让学生在表达自己和成就方面有很大的自由度,有助于确保成功。

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