Improving Student Assessment in Medical Education
Author Information
Author(s): Tim J Wilkinson, Mike J Tweed, Tony G Egan, Anthony N Ali, Jan M McKenzie, MaryLeigh Moore, Joy R Rudland
Primary Institution: University of Otago
Hypothesis
A programmatic assessment system can enhance the recognition of professionalism issues and factors affecting student progress.
Conclusion
The new assessment system has improved the detection of students in difficulty and reduced the instances of 'failure to fail'.
Supporting Evidence
- The new system identified 6.5% of students with concerns compared to only 1.1% under the previous system.
- More students failed the year under the new system due to unmet conditions of a Conditional Pass.
- Problems with professionalism were the biggest risk factor for failing a year.
- The assessment system was implemented across three campuses over four years.
- Regular progress meetings enhanced the reliability and validity of student assessments.
- Conditional Passes required specific conditions to be met for students to progress.
- Students with multiple identified problems were more likely to fail.
- The study was approved by the University of Otago Human Ethics Committee.
Takeaway
This study shows that a new way of checking how students are doing helps teachers find students who need extra help, especially with being professional.
Methodology
The study evaluated a new assessment system over four years, analyzing student performance and concerns identified through Conditional Pass classifications.
Potential Biases
There is a risk of bias in how concerns are reported and interpreted by faculty.
Limitations
The study may not account for all factors affecting student performance and relies on the accuracy of reported concerns.
Participant Demographics
Medical students in years 4-6 of a 6-year program.
Statistical Information
P-Value
p < 0.0001
Confidence Interval
95% CI 7.7-46.2
Statistical Significance
p<0.01
Digital Object Identifier (DOI)
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