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Pilot Studies of In-Course Assessment for a Revised Medical Curriculum: I. Paper-Based, Whole Class.
Peer reviewedSchwartz, Peter L.; Loten, Ernest G.; Miller, Andrew P. – Academic Medicine, 1997
A study examined a paper-based method of testing in a clinical biochemistry course, part of a new modular, systems-oriented medical curriculum at the University of Otago (New Zealand). The method of assessment was found easy to administer, and students valued the quizzes as a stimulus to study and as feedback. (Author/MSE)
Descriptors: Biochemistry, Curriculum Development, Foreign Countries, Higher Education
Peer reviewedKowlowitz, Vicki; And Others – Academic Medicine, 1991
The University of North Carolina at Chapel Hill medical school uses an objective structured clinical examination as the final exam in physical diagnosis. Since 1987, students and evaluators have shown overwhelming acceptance and support of the test, partly because it is structured for teaching as well as assessment. (Author/MSE)
Descriptors: Clinical Diagnosis, Higher Education, Medical Education, Medical Schools
Peer reviewedSinger, Peter A.; And Others – Academic Medicine, 1996
Final-year Ontario medical students (n=88) took a 4-station objective structured clinical examination (OSCE) using standardized patients and involving decisions to forgo life-sustaining treatment. Performance was scored on a checklist of behaviors unique to each case. Results indicated that because of low reliability, the OSCE is not a feasible…
Descriptors: Clinical Experience, Competency Based Education, Ethics, Foreign Countries
Peer reviewedPage, Gordon; And Others – Academic Medicine, 1995
An approach to testing medical students' clinical decision-making skills identifies key features (critical steps in resolution of a clinical problem) and presents a clinical case scenario followed by questions focusing on those key features. Key-feature problems provide flexibility on issues of question format, multiple responses to questions, and…
Descriptors: Clinical Diagnosis, Decision Making, Evaluation Methods, Higher Education
Peer reviewedElliot, Diane L.; And Others – Academic Medicine, 1994
An Oregon Health Sciences University medical school experiment adapted the quarterly Objective Structured Clinical Examination, in which medical students interact with standardized patients, to accommodate 23 small groups rather than 94 individual students at each testing station. Results indicated the method favorably influenced students,…
Descriptors: Clinical Diagnosis, Clinical Teaching (Health Professions), Group Testing, Higher Education
Peer reviewedDupras, Denise M.; Li, James T. C. – Academic Medicine, 1995
A study investigated performance of 51 second-year internal medicine residents on an objective structured clinical examination and analyzed the test's role in evaluating clinical competence. The examination included nine physical diagnoses and several test-interpretation stations. Performance was analyzed statistically and correlated with…
Descriptors: Comparative Analysis, Competence, Evaluation Methods, Graduate Medical Education
Peer reviewedMiller, Deborah A.; And Others – Academic Medicine, 1993
A study correlated the results of 25 medical school course examinations (largely multiple-choice), a standardized critical thinking inventory, undergraduate and medical school grade point averages, and medical college admissions test scores for 196 preclinical medical students. Findings suggest that objective multiple-choice examinations can at…
Descriptors: College Entrance Examinations, Critical Thinking, Grade Point Average, Higher Education
