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How we tackled the problem of assessing humanities, social and behavioural sciences in medical education

Research output: Contribution to journalJournal articlepeer-review

Published
<mark>Journal publication date</mark>02/2016
<mark>Journal</mark>Medical Teacher
Issue number2
Volume38
Number of pages4
Pages (from-to)137-140
Publication StatusPublished
Early online date2/06/15
<mark>Original language</mark>English

Abstract

Background: Assessment serves as an important motivation for learning. However, multiple choice and short answer question formats are often considered unsatisfactory for assessment of medical humanities, and the social and behavioural sciences. Little consensus exists as to what might constitute ‘best’ assessment practice.

What we did: We designed an assessment format closely aligned to the curricular approach of problem-based learning which allows for greater assessment of students’ understanding, depth of knowledge and interpretation, rather than recall of rote learning.

Conclusion: The educational impact of scenario-based assessment has been profound. Students reported changing their approach to PBL, independent learning and exam preparation by taking a less reductionist, more interpretative approach to the topics studied.