Evolution of student assessment in McMaster University's MD Programme

Area of Science:

• Medical Education
• Assessment Methods
• Curriculum Development

Background:

• The competitive examination culture of the mid-20th century influenced medical education assessment strategies.
• McMaster University's MD Programme initially used group functioning in tutorials for assessment.
• Over 30 years, the limitations of tutorial-based assessment became apparent.

Purpose of the Study:

• To document the evidence revealing the inadequacy of tutorial assessment in medical education.
• To explore the reintroduction of examinations in modified formats to improve assessment reliability.
• To ensure assessment changes align with the original curriculum goals.

Main Methods:

• Review of accumulated evidence on the effectiveness of tutorial-based assessment.
• Analysis of the deficiencies identified in the tutorial assessment system.
• Development and implementation of novel examination formats.

Main Results:

• Evidence confirmed significant weaknesses in using tutorials for reliable student assessment.
• Modified examinations were reintroduced to address assessment deficiencies.
• New assessment methods were designed to maintain the curriculum's educational objectives.

Conclusions:

• Tutorial assessment at McMaster's MD Programme proved unreliable over time.
• Reintroducing examinations in innovative ways can enhance assessment reliability.
• Assessment reform must preserve the integrity and goals of the medical curriculum.