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The continual assessment of medical students
Author(s) -
GOSLING H.,
NHONOLI A. M.
Publication year - 1978
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1978.tb00318.x
Subject(s) - dar es salaam , medical education , psychology , educational measurement , medicine , mathematics education , pedagogy , curriculum , tanzania , sociology , ethnology
Summary At the new Medical Faculty at the University of Dar‐es‐Salaam (East Africa) a number of innovations were instituted. The most significant was continual assessment of students. During the first 3 years of the course, results of weekly testing may comprise three‐fourths of each student's assessment. Later they are assessed on each rotation and clerkship; and these must be completed satisfactorily before Final Examinations are taken. These assessments never contribute less than one‐half of the final results. Failures were reduced from 10 to 2% with no reduction in standards or performance levels. The method utilizes Reinforcement Theory techniques; specifically referred to are schedules of testing, grades as reinforcers, and frequent feed‐back for students, self‐shaping of study strategies and for constant surveillance of its teaching by the Faculty.