Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Recent developments in assessing medical students

S L Fowell1, J G Bligh

  • 1Department of Health Care Education, University of Liverpool.

Postgraduate Medical Journal
|April 16, 1998
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Estimating the minimum number of judges required for test-centred standard setting on written assessments. do discussion and iteration have an influence?

Advances in health sciences education : theory and practice·2006
Same author

How international is Medical Education?

Medical education·2004
Same author

Student assessment in undergraduate medical education in the United Kingdom, 1998.

Medical education·2000
Same author

Evaluating assessment: the missing link?

Medical education·1999
Same author

The use of the nominal group technique as an evaluative tool in medical undergraduate education.

Medical education·1999
Same author

Problem-based learning: a coat of many colours.

Medical education·1999
Same journal

Comparative efficacy of Janus kinase inhibitors in severe alopecia areata: a network meta-analysis based on randomized controlled trials.

Postgraduate medical journal·2026
Same journal

Two cases of toxic epidermal necrolysis with severe ocular involvement treated with adjunctive tofacitinib.

Postgraduate medical journal·2026
Same journal

Diastolic dysfunction and diabetes: the DIADAD study-a retrospective cohort study from Liverpool.

Postgraduate medical journal·2026
Same journal

Care, cash, and proof: forensic accountability for war-related starvation.

Postgraduate medical journal·2026
Same journal

Response to traumatic injuries in polo players in England.

Postgraduate medical journal·2026
Same journal

Aids to venesection and parenteral drug administration in patients with difficult veins.

Postgraduate medical journal·2026
See all related articles

Medical schools are updating UK undergraduate courses based on General Medical Council (GMC) recommendations. Effective curriculum change requires revising assessment methods, focusing on reliability, validity, and criterion-referenced approaches for core medical education.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Assessment Methods

Background:

  • UK medical schools are revising undergraduate curricula following General Medical Council (GMC) recommendations in 'Tomorrow's Doctors'.
  • Successful curriculum reform is contingent upon parallel advancements in assessment strategies.
  • Current assessment practices need alignment with new educational objectives for core medical training.

Purpose of the Study:

  • To review traditional and novel assessment methods in medical education.
  • To evaluate these methods against the GMC's recommendations for summative assessment of the core curriculum.
  • To examine the significance of reliability and validity in medical education assessment.

Main Methods:

  • Literature review of traditional and contemporary assessment techniques.

Related Experiment Videos

  • Analysis of assessment methods in the context of GMC guidelines.
  • Examination of criterion-referenced assessment principles.

    • Main Results:

    • Traditional assessment methods may not fully meet the requirements of revised curricula.
    • Criterion-referenced assessment offers a framework for evaluating core competencies with enhanced reliability and validity.
    • Alignment between curriculum objectives and assessment is crucial for effective medical training.

    Conclusions:

    • Revision of assessment processes is essential for achieving the goals of updated medical school curricula.
    • Criterion-referenced assessment is a valuable approach for ensuring reliable and valid summative evaluation in medical education.
    • The GMC's recommendations necessitate a shift towards more robust and objective assessment strategies.