Assessment in Problem-Based Learning Medical Schools: A Literature Review.
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| Title: | Assessment in Problem-Based Learning Medical Schools: A Literature Review. |
|---|---|
| Authors: | Nendaz, Mathieu R., Tekian, Ara |
| Source: | Teaching & Learning in Medicine. 1999, Vol. 11 Issue 4, p232-243. 12p. |
| Subject Terms: | *Medical school curriculum, *Problem-based learning |
| Abstract: | Background: Despite widespread use of problem-based learning (PBL) in medical schools, no review currently exists on its assessment. Given the importance of assessment for any curriculum, a critical review of the literature was conducted to explore whether the assessment methods match the philosophical tenets of PBL. Summary: Articles from MEDLINE and other databases on the assessment of PBL were reviewed. The following areas require special attention by PBL medical schools: enhancement of formal continuous formative assessment; use of the context of a working problem to assess knowledge and problem-solving skills; prevention of negative steering effects by a judicious choice of assessment content, instruments, and timing; and implementation of a longitudinal and centralized student profile. Conclusion: Despite the existence of general practical recommendations on assessment in PBL settings, this review reveals a lack of uniformity and consensus on the practical application of general principles. Topics for future research are highlighted. [ABSTRACT FROM AUTHOR] |
| Copyright of Teaching & Learning in Medicine is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 3344805 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Assessment in Problem-Based Learning Medical Schools: A Literature Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nendaz%2C+Mathieu+R%2E%22">Nendaz, Mathieu R.</searchLink><br /><searchLink fieldCode="AR" term="%22Tekian%2C+Ara%22">Tekian, Ara</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teaching+%26+Learning+in+Medicine%22">Teaching & Learning in Medicine</searchLink>. 1999, Vol. 11 Issue 4, p232-243. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Medical+school+curriculum%22">Medical school curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Despite widespread use of problem-based learning (PBL) in medical schools, no review currently exists on its assessment. Given the importance of assessment for any curriculum, a critical review of the literature was conducted to explore whether the assessment methods match the philosophical tenets of PBL. Summary: Articles from MEDLINE and other databases on the assessment of PBL were reviewed. The following areas require special attention by PBL medical schools: enhancement of formal continuous formative assessment; use of the context of a working problem to assess knowledge and problem-solving skills; prevention of negative steering effects by a judicious choice of assessment content, instruments, and timing; and implementation of a longitudinal and centralized student profile. Conclusion: Despite the existence of general practical recommendations on assessment in PBL settings, this review reveals a lack of uniformity and consensus on the practical application of general principles. Topics for future research are highlighted. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Teaching & Learning in Medicine is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=3344805 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1207/S15328015TLM110408 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 232 Subjects: – SubjectFull: Medical school curriculum Type: general – SubjectFull: Problem-based learning Type: general Titles: – TitleFull: Assessment in Problem-Based Learning Medical Schools: A Literature Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nendaz, Mathieu R. – PersonEntity: Name: NameFull: Tekian, Ara IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: 1999 Type: published Y: 1999 Identifiers: – Type: issn-print Value: 10401334 Numbering: – Type: volume Value: 11 – Type: issue Value: 4 Titles: – TitleFull: Teaching & Learning in Medicine Type: main |
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