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AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician.
Med Teach. 2003 Nov; 25(6):569-84.MT

Abstract

Two important features of contemporary medical education are recognized. The first is an emphasis on assessment as a tool to ensure quality in training programmes, to motivate students and to direct what they learn. The second is a move to outcome-based education where the learning outcomes are defined and decisions about the curriculum are based on these. These two trends are closely related. If teachers are to do a better job of assessing their students, they need an understanding of the assessment process, an appreciation of the learning outcomes to be assessed and a recognition of the most appropriate tools to assess each outcome. Assessment tools selected should be valid, reliable, practical and have an appropriate impact on student learning. The preferred assessment tool will vary with the outcome to be assessed. It is likely to be some form of written test, a performance test such as an OSCE in which the student's competence can be tested in a simulated situation, and a test of the student's behaviour over time in clinical practice, based on tutors' reports and students' portfolios. An assessment profile can be produced for each student which highlights the learning outcomes the student has achieved at the required standard and other outcomes where this is not the case. For educational as well as economic reasons, there should be collaboration across the continuum of education in test development as it relates to the assessment of learning outcomes and in the implementation of a competence-based approach to assessment.

Authors+Show Affiliations

Shumway JM
Office of Medical Education, West Virginia University, School of Medicine, Morgantown 26506, USA. jshumway@hsc.wvu.edu
Harden RM
No affiliation info available
Association for Medical Education in Europe
No affiliation info available

MeSH

Attitude of Health PersonnelClinical CompetenceCommunicationCompetency-Based EducationDocumentationEducation, Medical, UndergraduateEducational MeasurementGoalsHealth Knowledge, Attitudes, PracticeHumansLearningModels, EducationalMotivationObservationOutcome Assessment, Health CarePeer Review, Health CarePhysician's RolePsychology, EducationalReproducibility of ResultsSelf-AssessmentStudents, MedicalWriting

Pub Type(s)

Guideline
Journal Article

Language

eng

PubMed ID

15369904

Citation

Shumway, J M., et al. "AMEE Guide No. 25: the Assessment of Learning Outcomes for the Competent and Reflective Physician." Medical Teacher, vol. 25, no. 6, 2003, pp. 569-84.
Shumway JM, Harden RM, Association for Medical Education in Europe. AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Med Teach. 2003;25(6):569-84.
Shumway, J. M., & Harden, R. M. (2003). AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Medical Teacher, 25(6), 569-84.
Shumway JM, Harden RM, Association for Medical Education in Europe. AMEE Guide No. 25: the Assessment of Learning Outcomes for the Competent and Reflective Physician. Med Teach. 2003;25(6):569-84. PubMed PMID: 15369904.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. AU - Shumway,J M, AU - Harden,R M, AU - ,, PY - 2004/9/17/pubmed PY - 2004/10/16/medline PY - 2004/9/17/entrez SP - 569 EP - 84 JF - Medical teacher JO - Med Teach VL - 25 IS - 6 N2 - Two important features of contemporary medical education are recognized. The first is an emphasis on assessment as a tool to ensure quality in training programmes, to motivate students and to direct what they learn. The second is a move to outcome-based education where the learning outcomes are defined and decisions about the curriculum are based on these. These two trends are closely related. If teachers are to do a better job of assessing their students, they need an understanding of the assessment process, an appreciation of the learning outcomes to be assessed and a recognition of the most appropriate tools to assess each outcome. Assessment tools selected should be valid, reliable, practical and have an appropriate impact on student learning. The preferred assessment tool will vary with the outcome to be assessed. It is likely to be some form of written test, a performance test such as an OSCE in which the student's competence can be tested in a simulated situation, and a test of the student's behaviour over time in clinical practice, based on tutors' reports and students' portfolios. An assessment profile can be produced for each student which highlights the learning outcomes the student has achieved at the required standard and other outcomes where this is not the case. For educational as well as economic reasons, there should be collaboration across the continuum of education in test development as it relates to the assessment of learning outcomes and in the implementation of a competence-based approach to assessment. SN - 0142-159X UR - https://www.unboundmedicine.com/medline/citation/15369904/AMEE_Guide_No__25:_The_assessment_of_learning_outcomes_for_the_competent_and_reflective_physician_ DB - PRIME DP - Unbound Medicine ER -