The importance of assessment in the medical undergraduate curriculum…. and beyond!

Melanie_Coulson_Photo15.png
Written by Dr Melanie Coulson (MbChB, MSc, FHEA) (Medical Education AFP) Dr Melanie Couslon Twitter: @Mel24712808 What is assessment? Assessment during the medical undergraduate degree has many forms. Most medical students can identify commonly defined categories. Is it formative or summative? Is it placement-based? Is it interprofessional? Is it a written exam or an ‘Objective Structured Clinical Examination’ (OSCE)? Additionally, when reviewing assessment techniques, assessors must consider the ‘soft skills’ of the curriculum too. Soft skills include communication, teamwork, professionalism, and leadership. Is there a requirement to assess? In short- yes, because the General Medical Council (GMC) says so! However, it is not as simple as that. Medical schools must ensure their assessments are mapped to the curriculum (Tomorrow’s Doctors (2009)). Furthermore, they must be able to prove their assessment methods are valid, reliable, fair, acceptable, cost-effective, etc. Medical schools regularly get audited on the transparency of their assessment techniques and therefore...
Read more
Tags:

ASME’s 2022 Annual Scholarship Meeting awards now open for submissions

ASM2022 Website Banner Nov21
ASME’s strategic aim is to advance scholarship in medical education, and we offer a wide range of awards delivered at our Annual Scholarship Meeting (ASM) every year. These awards encompass all stages and types of medical education careers to reflect our diverse and international membership and aim to cover all aspects of scholarship, including innovation, evaluation, research and practitioner inquiry. We are pleased to announce that applications for ASME’s ASM awards for 2022 are now open and welcomed from first-time applicants and from members based anywhere in the world (unless an award states explicitly this is not the case). ASME particularly welcomes applicants from diverse and under-represented backgrounds. 2022 ASME’s ASM awards are: ASME ASM Communication Prize JASME ASM Communication Prize TASME ASM Communication Prize TEL ASM Prize Details of all ASME’s awards can be found HERE. We look forward to receiving your applications!

JASME Intercalation Prize 2021 Winner & Runner-up Announced

DaisyKirtley
The ASME Intercalation Prize is a fairly new prize, introduced in the academic year 2018/19. The prize follows the same submission criteria and format as the Sir John Ellis Prize, however, is specifically for projects completed during an intercalated degree. Projects may include: Original researchDetailed literature reviewsEducational interventions Submissions should be a description of a piece of work, survey, research or innovation in which the student has been directly involved, in the field of medical education. Candidates should aim to include the following: AimsMethodsOutcomesDiscussion of medical educational literatureReflection on personal development The expectation is of a well-structured, purposeful and disciplined piece of work that will be of general interest to a medical education audience. Curricular innovations and new methods are welcomed but must include justification, appropriate references to literature and elements of evaluation – these may be more eligible for our innovation prizes. It is expected that all projects have an element of evaluation...
Read more

Patients: not sign offs

abbie tutt photo
 Written by Abbie Tutt, JASME. Abbie Tutt Twitter: @abbietutt I looked at my timetable this week. Some self-directed learning (result!), a day on labour ward and a scattering of clinics. Not too much then, should be able to cope, might even get some studying done this week. I had just finished a GP placement where I was commuting for a full hour and a half every day and was consequently shattered. I am relieved now to only be travelling 20 minutes up the road. As a final year student I can feel exams breathing down my neck. There’s pressure to perform at a finals standard despite it being over 2 years since I stepped foot on a labour ward. I’m determined to get sign offs completed early and attend all teaching, but time is precious, so I need to recognise when I am no longer learning and return home to revise....
Read more
Tags:

Announcing the recipients of The Clinical Teacher New Voices in Health Professions Education Award 2021

The Clinical Teacher Award Logo Small Feb21
Jennie Ross photo
Siew Ping Han professional pic
Amy martin photo
ASME announces recipients of inaugural The Clinical Teacher ‘New Voices in Health Professions Education Award 2021’ New career development award provides clinical teachers and researchers with essential skills to be a peer reviewer. Launched this year, the aim of this new and innovative career development programme sponsored by ASME and Wiley is to provide early-career clinical teachers and researchers with the essential skills required to be a peer reviewer. Key features of the programme will include opportunities to engage in contemporary scholarly debates, improve skills in critical analysis and communication and refine academic writing through exposure to good practice. During the summer, recipients were invited to apply for this prize from diverse health professional backgrounds, under-represented groups and geographic regions where career development support for health professionals as clinical teachers and researchers is evolving. Aileen Barrett, Editor of The Clinical Teacher (TCT), says: “Supporting early-career clinical education researchers, teachers and academics is at...
Read more

By accepting you will be accessing a service provided by a third-party external to https://www.asme.org.uk/