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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Curriculum and assessment in higher specialist training
Alison Bullock1, Sarah Burke, David Wall
1Centre for Research in Medical and Dental Education, University of Birmingham, Edgbaston, UK.
Medical Teacher
|June 19, 2004
Summary
Higher Specialist Training (HST) reform is ongoing. This study explored curriculum and assessment in four specialties, identifying key themes in curriculum use, service-based learning, and assessment practices for improved medical education.
Area of Science:
- Medical Education
- Healthcare Professional Training
Background:
- Higher Specialist Training (HST) has undergone significant reforms.
- There is an ongoing need for further reform within medical specialties.
Purpose of the Study:
- To investigate curriculum provision and assessment practices within four HST specialties.
- To identify key themes influencing training and assessment in medical specialties.
Main Methods:
- Analysis of curriculum documents.
- Observation of the RITA (Regular Intercollegiate Training Assessment) process.
- Interviews with consultants, specialist registrars, and training management.
Main Results:
- Identified themes include curriculum content and utilization.
- The impact of service-based learning on training was explored.
- Key issues surrounding assessment practices were discussed.
Conclusions:
- Findings provide insights into the practical implementation of HST curriculum and assessment.
- Recommendations for future reform can be informed by these themes.
- Understanding these factors is crucial for enhancing specialist medical training quality.
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