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

Abstract

This report describes the results of the project 'Assessment of Undergraduate Medical Education: Re-inventing the Wheel?' funded by the Nuffield Trust. The project was initiated in order to obtain information on current assessment practices in medical schools across the UK, to determine the extent of change as a consequence of the curricular reforms recommended by the General Medical Council (GMC) in 1993 and, if necessary, to stimulate debate about assessment and provide an impetus for change. The data obtained provide a detailed profile of the timing and nature of assessments used in medical schools and provide information for comparison with the survey of basic medical education in the British Isles carried out in 1977 and any subsequent studies. The study provides confirmatory and unexpected evidence. Schools are clearly revising their curricula consistent with recommendations made by the GMC. The main components of the study were as follows: a postal questionnaire sent to all UK medical schools, a national workshop, and four case studies of innovative assessment practices.

Are multiple choice tests fair to medical students with specific learning disabilities?

“…We have been unable to locate any UK medical school that does not use some form of multiple-choice assessment of medical knowledge. This is in line with a survey from 10 years ago, which showed MCQs to be a key part of the assessment strategy of all UK medical schools (Fowell et al 2000).…”

How assessment drives learning in neurosurgical higher training

“…1 What is known is that the methods and content of assessment in higher education are critically important in determining the quality of the outcomes to be achieved. [2][3][4] The use of assessment as a tool to ensure quality of training, and outcome-based education, are two of the principles underscoring contemporary medical education. 5 Constructive alignment of the assessment task with the outcome goals is critical in influencing trainees' learning.…”

Marking identifiable scripts: following up student concerns

“…In a detailed review of assessment procedure in UK medical schools (Fowell et al 2000), 19 of 21 schools had institutional policies about anonymity or second examiners and 17 medical schools abided by the principle of anonymity in some way. The report commended this attempt to reduce bias though no evidence was cited.…”