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Problem-based examining: a different approach to assessment

J C McLachlan1

  • 1School of Biological and Medical Sciences, University of St. Andrews, UK.

Medical Education
|July 1, 1997
PubMed
Summary
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This study introduces a problem-based learning assessment using student presentations. Students can opt-in and use their presentation mark towards formal examination, enhancing assessment flexibility.

Area of Science:

  • Medical Education
  • Assessment Methods

Background:

  • Traditional assessments often lack problem-based learning elements.
  • There is a need for innovative assessment strategies in medical education.
  • The UK General Medical Council encourages novel assessment approaches.

Purpose of the Study:

  • To describe a problem-based examination scheme utilizing structured assessment of student presentations.
  • To evaluate the feasibility and value of offering students a choice in assessment methods.

Main Methods:

  • Implementation of a problem-based learning scheme.
  • Students participate in teams and present their work.
  • Option for students to substitute presentation marks for formal examination components.

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Main Results:

  • The scheme allows for problem-based assessment through presentations.
  • Student participation is voluntary, with an option to use awarded marks.
  • The element of choice in assessment method is valued.

Conclusions:

  • The described scheme offers a viable problem-based assessment method.
  • It can be implemented with minimal curriculum changes and staff time investment.
  • This approach aligns with recommendations for novel assessment in medical education.