Aligning Pathology Assessment in a Learner-Cantered Undergraduate Medical Curriculum by Neelam Doshi in BJSTR
Abstract
Introduction : The Bond Medical Program delivers pathology in
the preclinical years through interactive learning. Assessment for
learning demandsfit-for-purpose assessmentthat aligns with the
curriculum. In Year 2 of the medical curriculum, clinical pathology is
assessed
through a series of written and an integrated practical assessment (IPA)
examination. The IPA is a practical examination held in a laboratory
which permits the use of multi-media. The traditional written paper
examines the theoretical aspect of pathology while the IPA assesses the
observational skill and three dimensional application of pathophysiology
to disease processes.
Objectives : To determine whether a difference exists in student performance on pathology questions between the IPA and a written
examination.
Methods : Year 2 undergraduate medical students write a 50-station IPA, followed by a 50-question written paper. A comparison of
performance between the written assessment and the IPA is undertaken and correlated using Pearson correlation coefficient.
Results : A positive Pearson’s correlation coefficient of
percentage scores (r=0.68, significant at > 0.01) between the written
and IPA
suggests a strong association between the two assessment methods.
Conclusion : Students’ scores in the IPA and the written
assessment correlate well which suggest either could be used to predict
students’
performance in pathology. The IPA enables students to connect the basic
sciences with clinical sciences, thus aligning our learner centred
pathology curriculum with the assessment tools.
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