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Developmental Diseases of the Nervous System
Published in Philip B. Gorelick, Fernando D. Testai, Graeme J. Hankey, Joanna M. Wardlaw, Hankey's Clinical Neurology, 2020
James H. Tonsgard, Nikolas Mata-Machado
Antithrombotic therapy is important, such as daily aspirin. Glaucoma should be treated (with beta-blockers, carbonic anhydrase inhibitors, or trabeculectomy). Educational assessment is important to identify learning difficulties and provides appropriate support. The most severely affected patients are those with bilateral disease who are not good surgical candidates. Laser treatment of the face is effective in eliminating the facial angioma and usually begins in the second to third year of life.
Assessment of learning in general practice
Published in Richard Hays, Dame Lesley Southgate, Teaching and Learning in Primary Care, 2018
Richard Hays, Dame Lesley Southgate
However, assessment is an integral part of teaching and learning. Indeed, it is probably the most important part. Supervisors are assessing their learners more or less continuously, even if these assessments are not formalised. This chapter provides a brief overview of current issues in educational assessment as a guide to general practitioners who teach or assess learners. It is written on the premise that the most important purpose of assessment is to assist learners to become competent professionals and it presents educational concepts and theory to support this. Information relevant to both practice-based and formal external assessments is presented, as clinical supervisors often act as examiners in formal examinations. Additional material is provided for those involved in formal examinations of clinical competence.
Teaching, training, appraisal, assessment and revalidation
Published in Tony White, John Black, The Doctor's Handbook, Part 1, 2018
‘Formative’ or ‘educational’ assessment is also known as ‘appraisal’, so feedback on appraisal of performance is an educational process and hence a formative assessment. It is focused on the learner and their educational needs. It attempts to measure skills, behaviours, attitudes or knowledge. Being assessed enables you to identify gaps and structure your educational plans. Finding weaknesses ought to be encouraged, as it provides for learning opportunities. A trainee should have a learning plan agreed through negotiation and openness, not coercion or manipulation.
How sure can we be that a student really failed? On the measurement precision of individual pass-fail decisions from the perspective of Item Response Theory
Published in Medical Teacher, 2020
Stefan K. Schauber, Martin Hecht
We chose IRT deliberately as a guiding framework for addressing the issue at hand because it provides the basis for criterion referenced interpretations since both items and persons are put on the same scale, and therefore, are directly comparable. Furthermore, IRT is the natural choice for analyzing categorical response data. Moreover, we argued elsewhere that, from a conceptual point of view, it is a good fit for assessment in medical education (Schauber et al. 2018). Finally, it seems that IRT has become the de facto standard within the field of educational assessment. Illustrating the usefulness of IRT for assessment in medical education might help to foster understanding of some of the basic concepts in this approach. However, a careful delineation of the advantages and drawbacks of IRT as opposed to other psychometric approaches in the current context is beyond the scope of this paper.
The MRCGP Clinical Skills Assessment: an international perspective of evidence
Published in Education for Primary Care, 2018
Reliability refers to the reproducibility of scores, an educational assessment analogue to the 95% confidence interval used widely in medicine. A 2011 systematic review of the literature aimed at the reliability of the OSCE summarized 64 published studies [2]. Among the moderator variables considered were the content (communications vs. clinical), context (high stakes vs. research), number of raters, examiner type (faculty vs. simulated patient (SP); content expert vs. SP), and scale (checklist vs. Likert scale). The results of the McLoughlin et al. review would fit nicely within this broader literature and future CSA research will undoubtedly be informed by it.
Twelve tips for assessing medical knowledge with open-ended questions: Designing constructed response examinations in medical education
Published in Medical Teacher, 2020
Karen E. Hauer, Christy Boscardin, Judith M. Brenner, Sandrijn M. van Schaik, Klara K. Papp
Constructed response assessments are a useful educational assessment approach that can challenge learners to demonstrate their conceptual understanding and apply information to clinical and scientific problems. Rigorous application of this assessment method ensures that these aims are achieved consistently and fairly. These tips for planning, designing implementing, and continuously improving constructed response examinations of students’ foundational science knowledge can guide educators in using this method to improve both learning and assessment in their programs.