Module Code - Title:
BM6012
-
ASSESSMENT IN HEALTH PROFESSIONS EDUCATION
Year Last Offered:
2025/6
Hours Per Week:
Grading Type:
N
Prerequisite Modules:
Rationale and Purpose of the Module:
This module aims to develop participants' understanding of assessment theory and
practice applied to health professions education across undergraduate and
postgraduate training. Through a task-based approach participants will be
encouraged to link educational theory to their everyday practice and to reflect on
their own approach and that of others to assessment.
Syllabus:
Assessment principles and frameworks in health professions education
Mapping assessment appropriately to learning outcomes/competencies (Blueprinting)
Setting assessment standards in health professions education
Assessment instruments in health professions education
Linking feedback to assessment
Learning Outcomes:
Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis)
Explain the role of assessment in influencing student learning behaviour and the
learning process.
Critique the range of assessment instruments that can be used in health
professions education.
Evaluate the instruments used to assess a range of skills, knowledge and
attitudinal characteristics in your professional discipline.
Discuss the uses of formative and summative assessment procedures and the role
of feedback in this setting.
Develop a valid and reliable assessment strategy for a module, unit, subject or
programme within one's own institution.
Develop a blueprint linking learning outcomes/competencies to assessment methods for your teaching practice.
Apply an appropriate method of standard setting to an assessment within your
own professional context.
Demonstrate the ability to link feedback to assessment.
Affective (Attitudes and Values)
Critically reflect on your own assessment strategy and that of your peers.
Psychomotor (Physical Skills)
N/A
How the Module will be Taught and what will be the Learning Experiences of the Students:
This module will provide a range of activities and up to date resources that will help
participants develop an understanding of assessment in contemporary health
professions education and to improve their skills and competencies as education
assessors in a multidisciplinary environment.
During this module participants will work through course materials and readings
and undertake directed learning activities.
This module will be delivered through a virtual learning environment (Sulis) with an additional face to face teaching day for those undertaking the blended learning format. This approach combines educational methods that encourage self-directed learning, reflection on personal experience, critical thinking and access to extensive online resources. Discussion fora and the face to face teaching day will enable students to engage in collaborative learning with other students with module tutors providing a high level of academic support.
Research Findings Incorporated in to the Syllabus (If Relevant):
Prime Texts:
J.M. Shumway & R.M. Harden (2003)
AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician
, Medical Teacher, 25:6, 569-584,DOI: 10.1080/0142159032000151907
Lambert W. T. Schuwirth & Cees P. M. van der Vleuten (2011)
General
overview of the theories used in assessment: AMEE Guide No. 5
, Medical Teacher, 33:10, 783-797, DOI: 10.3109/0142159X.2011.611022
Miriam Friedman Ben-David (2000)
AMEE Guide No. 18: Standard setting in
student assessmen
, Medical Teacher, 22:2, 120-130, DOI: 10.1080/01421590078526
Other Relevant Texts:
Louis Pangaro & Olle ten Cate (2011)
Frameworks for learner assessment in medicine: AMEE Guide No. 78
, Medical Teacher, 35:6, e1197-e1210, DOI:
10.3109/0142159X.2013.788789
Danette W. McKinley & John J. Norcini (2014)
How to set standards on
performance-based examinations: AMEE Guide No. 8
, Medical Teacher, 36:2, 97-110, DOI:10.3109/0142159X.2013.853119
Madalena Folque Patrício, Miguel Julião, Filipa Fareleira & António Vaz
Carneiro (2013)
Is the OSCE a feasible tool to assess competencies in undergraduate medical education?
, Medical Teacher, 35:6, 503-514, DOI: 10.3109/0142159X.2013.774330
Programme(s) in which this Module is Offered:
Semester(s) Module is Offered:
Spring
Module Leader:
melhassan.elsayed@ul.ie