La evaluación en educación médica: Principios básicos

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Abstract

Objetivo: Proporcionar una visión global de los aspectos más relevantes a tener en cuenta en un sistema de evaluación. Desarrollo: Se proponen dos modelos fundamentales como marco de referencia de los procesos de evaluación. Se describen las características principales de cualquier sistema de evaluación. Finalmente, se apuntan los retos a los que se enfrenta en la actualidad el amplio campo de la evaluación en educación médica.

Translated abstract

Aim: To provide a global vision of the most relevant aspects to take into account of an evaluation system. Development: The article also proposes two different fundamental models as frameworks for the evaluation process. The main characteristics applicable to any evaluation system are described. Finally the paper points the challenges that evaluation in medical education is facing for the near future.

Related collections

Most cited references 21

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The assessment of clinical skills/competence/performance.

Eric Miller (1990)

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AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician.

J M Shumway, R M Harden (2003)

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.

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The effect of assessments and examinations on the learning of medical students.

Veronika K Jaeger, D Newble (1983)

This paper describes a situation where an alteration in the final-year assessment scheme led to changes in student learning activities which were the exact opposite of those intended. Students were seen to be spending a disproportionate amount of time studying the theoretical components of the course relative to the practical and clinical aspects. The paramount importance of the assessments and examinations in influencing student learning behaviour led the departments concerned to develop a new clinical examination which more clearly reflected the objectives of the course. A questionnaire survey was undertaken to determine how the different sections of the final assessment affected the students' approach to studying. The questionnaire was administered to graduates during their intern year for the 3 years following the introduction of the new clinical examination. Results were also obtained for the year preceding the change. The survey showed that the students developed a high regard for the new examination and its validity as a test of clinical competence. The students found that an increase in ward-based learning activities was essential for success in the final examinations. The new clinical examination has thus influenced students' learning and successfully restored the balance of their learning activities between the clinical and theoretical components of the course.

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Author and article information

Contributors

M. Nolla-Domenjó: Role: ND

Journal

Journal ID (publisher-id): edu

Title: Educación Médica

Abbreviated Title: Educ. méd.

Publisher: Fundación Educación Médica (, , Spain )

ISSN (Print): 1575-1813

Publication date (Print and electronic): December 2009

Volume: 12

Issue: 4

Pages: 223-229

Affiliations

[01] Barcelona orgnameUniversitat Autònoma de Barcelona orgdiv1Fundació Doctor Robert España

Article

Publisher ID: S1575-18132009000500004

DOI: 10.4321/s1575-18132009000500004

SO-VID: 63229180-362a-4ee8-a8ac-23b47f1d3dfa

License:

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 International License.

History

Page count

Figures: 0, Tables: 0, Equations: 0, References: 16, Pages: 7

Product

SciELO Spain

Keywords: Competencia profesional,Educación médica,Evaluación,Evaluation,Medical education,Professional competence

Data availability:

Keywords: Competencia profesional, Educación médica, Evaluación, Evaluation, Medical education, Professional competence

La evaluación en educación médica: Principios básicos Translated title: Evaluation in medical education: Basic principles

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