An innovative examination ending the medical curriculum.
There has been increasing interest in curriculum innovation in many medical schools. The pedagogic principles for learning and for assessment should be congruent. Changing the curriculum and pedagogic principles for medical education implies that the examinations should also be adapted to the new principles. At the Faculty of Health Sciences, Linköping University, we use a student-oriented programme with problem-based learning, early patient contact, multiprofessional integrated education, and integration between basic science and clinical medicine and between traditional medical subjects. We also encourage the students to adopt a scientific attitude from the very beginning. To assess the students at the conclusion of the medical curriculum, we have developed a new form for the final examination containing measurements of clinical ability based on a videotaped patient consultation, an assessment of the student's performance and presentation of a scientific project, the student's analysis of a published scientific paper and an extensive oral examination based on the students' own scientific papers. Our experience, including results from questionnaires to students and teachers, is that the method is suitable for a final examination and assesses qualities that we previously were not able to assess.
Hammar
M L
ML
Department of Obstetrics and Gynaecology, Faculty of Health Sciences, University Hospital, Linkoping, Sweden.
Forsberg
P M
PM
Loftås
P I
PI
D000328:Adult; D003479:Curriculum; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D006801:Humans; D018794:Problem-Based Learning; D013548:Sweden