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Assessment of anatomy in a problem‐based medical curriculum
Author(s) -
Chakravarty Manoj,
Latif Nasir A.,
AbuHijleh Marwan F.,
Osman Mirghani,
Dharap Amol S.,
Ganguly Pallab K.
Publication year - 2005
Publication title -
clinical anatomy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.667
H-Index - 71
eISSN - 1098-2353
pISSN - 0897-3806
DOI - 10.1002/ca.20038
Subject(s) - memorization , curriculum , medicine , process (computing) , problem based learning , test (biology) , medical education , educational measurement , multiple choice , horizontal integration , mathematics education , computer science , pedagogy , psychology , paleontology , significant difference , biology , operating system , marketing , business
In the problem‐based learning (PBL) approach to medical education, students are expected to be trained more by applying processes of reasoning than by memorization of facts. In a PBL curriculum, as with others, it is necessary to match the assessment to the learning process. A detailed description of the testing of anatomical teaching‐learning outcomes at the Arabian Gulf University (AGU) is presented. In addition to describing the general principles and guidelines as well as the process of continuous assessment, we have given examples of the multiple‐choice questions, patient management problems, and objective‐structured practical examinations, which compose our end‐of‐unit examination and test both vertical and horizontal integration of themes. Students have the opportunity to review the examination after publication of the results. We believe that our approach to the assessment of anatomy tests effective integration of factual knowledge with the principles of problem‐solving through the different formats of the components of our examinations. Clin. Anat. 18:131–136, 2005. © 2005 Wiley‐Liss, Inc.