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

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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How we tackled the problem of assessing humanities, social and behavioural sciences in medical education. / Goodwin, Dawn; Machin, Laura.
In: Medical Teacher, Vol. 38, No. 2, 02.2016, p. 137-140.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Goodwin, D & Machin, L 2016, 'How we tackled the problem of assessing humanities, social and behavioural sciences in medical education', Medical Teacher, vol. 38, no. 2, pp. 137-140. https://doi.org/10.3109/0142159X.2015.1045844

APA

Goodwin, D., & Machin, L. (2016). How we tackled the problem of assessing humanities, social and behavioural sciences in medical education. Medical Teacher, 38(2), 137-140. https://doi.org/10.3109/0142159X.2015.1045844

Vancouver

Goodwin D, Machin L. How we tackled the problem of assessing humanities, social and behavioural sciences in medical education. Medical Teacher. 2016 Feb;38(2):137-140. Epub 2015 Jun 2. doi: 10.3109/0142159X.2015.1045844

Author

Goodwin, Dawn ; Machin, Laura. / How we tackled the problem of assessing humanities, social and behavioural sciences in medical education. In: Medical Teacher. 2016 ; Vol. 38, No. 2. pp. 137-140.

Bibtex

@article{a639eb34dede475d8ca545269b33eeb3,
title = "How we tackled the problem of assessing humanities, social and behavioural sciences in medical education",
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 {\textquoteleft}best{\textquoteright} 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{\textquoteright} 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.",
author = "Dawn Goodwin and Laura Machin",
year = "2016",
month = feb,
doi = "10.3109/0142159X.2015.1045844",
language = "English",
volume = "38",
pages = "137--140",
journal = "Medical Teacher",
issn = "0142-159X",
publisher = "Informa Healthcare",
number = "2",

}

RIS

TY - JOUR

T1 - How we tackled the problem of assessing humanities, social and behavioural sciences in medical education

AU - Goodwin, Dawn

AU - Machin, Laura

PY - 2016/2

Y1 - 2016/2

N2 - 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.

AB - 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.

U2 - 10.3109/0142159X.2015.1045844

DO - 10.3109/0142159X.2015.1045844

M3 - Journal article

VL - 38

SP - 137

EP - 140

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

IS - 2

ER -