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Assessment in Problem-Based Learning Medical Schools: A Literature Review.

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Bibliographic Details
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]
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Database: Education Research Complete
Description
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]
ISSN:10401334
DOI:10.1207/S15328015TLM110408