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Assessing learning in the adaptive curriculum.

Patricia A Carney1, George C Mejicano2, Tracy Bumsted3

  • 1a School of Medicine , Oregon Health & Science University , Portland , OR , USA.

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Summary
This summary is machine-generated.

Adaptive assessments in medical education track knowledge, skills, and behavior. Portfolio systems offer real-time data for continuous learning and curriculum improvement.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Educational Assessment

Background:

  • Medical education is a constantly evolving field.
  • It must adapt to changes in medical science, clinical practice, and health systems.
  • This necessitates dynamic approaches to learning and assessment.

Purpose of the Study:

  • To review adaptive assessment methodologies for medical education.
  • To explore how assessments can measure knowledge, skills, and professional behavior.
  • To emphasize the importance of balancing formative and summative assessments for optimal learning.

Main Methods:

  • Describes adaptive assessment strategies used in two medical schools.
  • Highlights the use of portfolio systems for tracking learning experiences.
  • Emphasizes real-time longitudinal data collection and analysis.

Main Results:

  • Portfolio systems provide actionable data for learning and program development.
  • Adaptive assessments facilitate the measurement of knowledge transfer and skill competency.
  • Continuous improvement cycles are enabled through data-driven insights.

Conclusions:

  • Adaptive assessment is crucial for medical education's dynamic nature.
  • Portfolio systems offer a robust method for tracking and improving learning.
  • Data-driven insights from assessments enhance both student learning and faculty development.