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Assessment in the context of problem-based learning.

Cees P M van der Vleuten1, Lambert W T Schuwirth2

  • 1School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands. c.vandervleuten@maastrichtuniversity.nl.

Advances in Health Sciences Education : Theory and Practice
|October 4, 2019
PubMed
Summary

Constructive alignment in problem-based learning (PBL) assessment remains a challenge. Programmatic assessment offers a holistic approach, optimizing learning and providing data for learner progression, closely aligning with PBL goals.

Keywords:
AssessmentCompetency-based medical educationConstructive alignmentProblem-based learningProgrammatic assessmentProgress test

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Area of Science:

  • Medical Education
  • Assessment in Education

Background:

  • Problem-based learning (PBL) aims to develop clinical reasoning, teamwork, and metacognition, promoting deep and self-directed learning.
  • Traditional assessment methods struggle to align with PBL's objectives, necessitating innovative approaches.
  • The rise of competency-based education has shifted assessment focus towards professional judgment of complex skills, offering insights for PBL.

Purpose of the Study:

  • To explore the challenges of constructive alignment in problem-based learning (PBL) assessment.
  • To review the evolution of assessment strategies in response to PBL's unique educational goals.
  • To evaluate programmatic assessment as a potential solution for achieving constructive alignment in PBL.

Main Methods:

  • Literature review of assessment strategies in problem-based learning and competency-based education.
  • Analysis of the principles and practices of programmatic assessment.
  • Comparison of programmatic assessment with traditional and emerging PBL assessment methods.

Main Results:

  • Early solutions focused on developing specific instruments for PBL skills, influenced by competency-based education.
  • A shift towards holistic assessment programs, like programmatic assessment, has emerged.
  • Programmatic assessment shows promise for constructive alignment in PBL by integrating learning optimization and decision-making.

Conclusions:

  • Achieving constructive alignment in PBL assessment requires moving beyond individual instruments to comprehensive strategies.
  • Programmatic assessment offers a promising, integrated approach to PBL assessment, focusing on both learning enhancement and learner progression.
  • While programmatic assessment aligns well with PBL, widespread adoption will require significant time and effort, similar to PBL itself.