Home About us Editorial board Search Ahead of print Current issue Archives Submit article Instructions Subscribe Contacts Login 
Print this page Email this page Users Online: 6292

 Table of Contents  
SHORT COMMUNICATION
Year : 2021  |  Volume : 10  |  Issue : 4  |  Page : 275-276

Envisaging adoption of a systematic assessment framework for students during their medical training


1 Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University; Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India

Date of Submission31-May-2021
Date of Decision14-Jun-2021
Date of Acceptance15-Jun-2021
Date of Web Publication22-Mar-2022

Correspondence Address:
Dr. Saurabh RamBihariLa Shrivastava
MD, FAIMER, PGDHHM, DHRM, FCS, ACME. Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Thiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District - 603108, Tamil Nadu
India
Login to access the Email id

Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jdrntruhs.jdrntruhs_69_21

Rights and Permissions
  Abstract 


During the period of medical training, undergraduate students and postgraduate residents are posted in rotation for their clinical training to different departments or unit. It is the responsibility of the departmental head or the faculty members to not only be a source of information provider, but also to assess them once their posting is over to measure the learning progression and acquisition of skills. This calls for the need to have and to adopt a specific framework for assessment of medical students, which can enable the assessment of all types of skills of the medical student. In conclusion, there is an indispensable need to adopt assessment frameworks for ensuring systematic and objective assessments of the medical students during their clinical training. The adoption of such frameworks makes the process of assessment transparent and consistent and thus all the medical colleges should work in the direction of their implementation in their own settings.

Keywords: Assessment, competencies, learning domains, medical students


How to cite this article:
Shrivastava SR, Shrivastava PS. Envisaging adoption of a systematic assessment framework for students during their medical training. J NTR Univ Health Sci 2021;10:275-6

How to cite this URL:
Shrivastava SR, Shrivastava PS. Envisaging adoption of a systematic assessment framework for students during their medical training. J NTR Univ Health Sci [serial online] 2021 [cited 2022 Jul 2];10:275-6. Available from: https://www.jdrntruhs.org/text.asp?2021/10/4/275/339824




  Introduction Top


During the period of medical training, undergraduate students and postgraduate residents are posted in rotation for their clinical training to different departments or unit. It is the responsibility of the departmental head or the faculty members to not only be a source of information provider, but also to assess them once their posting is over to measure the learning progression and acquisition of skills.[1] Considering the fact that most of the clinicians are trained to effectively manage patients and not assess the trainee student, it is quite possible that a teacher might decide to assess the student merely based on their own experience or based on the efforts put in by the trainee student during their posting. However, this will a subjective approach that lacks scientific evidence and will be difficult to justify.[1],[2]


  Assessment Frameworks Top


All the above evidence creates enough background for the need to have and to adopt a specific framework for assessment of medical students, which can enable the assessment of all types of skills of the medical student.[2],[3] Before we move forward, it is quite obvious that the goals for assessment should be in perfect alignment with the goals formulated for teaching-learning, and thus both the teacher and the student are aware about the same.[3],[4] The proposed assessment framework should clearly specify the blueprint for the written test (for the selection of items & weightage to be given), the parameters to be assessed, periodicity of assessment, who all can be the assessor, and mode of assessment.[2],[4] At the same time, it is quite essential that the assessment framework should have a good consistency, accuracy, and overall utility (viz. valid, reliable, educational impact, acceptable by students, feasible in terms of required resources, etc.).[2],[3]


  Analytical Framework Of Assessment Top


In general, three major categories of the assessment framework, namely analytic, synthetic and developmental, had been proposed in the field of medical education.[5] The analytical framework advocates for the division of competencies into the learning domains like knowledge-skill-attitude or competencies proposed by the American or Canadian medical education regulatory bodies. In this framework, it is presumed that the individual elements combine together to form a competency and thus they can be assessed separately. The merit of the framework is that it covers assessment of all aspects and encourages giving feedback to the student on individual domains. However, this makes the entire process quite extensive and it becomes difficult for the teachers to derive meaning out of the same.[5]

Synthetic and developmental framework of assessment

The synthetic assessment framework envisages the combination of domains into specific task, and it is followed in the assessment of entrustable professional activities or while using reporter-interpreter–manager–educator model. The framework promotes high levels of exposure to real clinical scenarios and ensures better correlation with activities performed at the workplace level.[2],[4],[5] As the name suggests, the developmental framework of assessment describes the learning progression of the medical students or residents across different levels. The Dreyfus model of skill acquisition uses the development framework and it comprises of five stages in continuation. The advantage of such framework is that it lays down training goals for the entire period of training of the medical students.[3],[4],[5]


  Additional Considerations Top


It is important to note that all these three frameworks are not alternative to each other, rather they complement the process of assessment and benefit both students and teacher, and even enhances the social accountability of the medical institution.[5] In-fact, these assessment frameworks often are of hybrid nature and it is the responsibility of the administrators and the Medical Education Unit to organize periodic sensitization programs for the faculty members to train them about the same. It is quite clear that the development and implementation of an assessment framework in clinical training period will improve the attainment of the learning outcomes.


  Conclusion Top


In conclusion, there is an indispensable need to adopt assessment frameworks for ensuring systematic and objective assessments of the medical students during their clinical training. The adoption of such frameworks makes the process of assessment transparent and consistent and thus all the medical colleges should work in the direction of their implementation in their own settings.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Sterkenburg A, Barach P, Kalkman C, Gielen M, ten Cate O. When do supervising physicians decide to entrust residents with unsupervised tasks? Acad Med 2010;85:1408-17.  Back to cited text no. 1
    
2.
Bowe CM, Armstrong E. Assessment for systems learning: A holistic assessment framework to support decision making across the medical education continuum. Acad Med 2017;92:585-92.  Back to cited text no. 2
    
3.
Chida N, Brown C, Mathad J, Carpenter K, Nelson G, Schechter MC, et al. Developing an assessment framework for essential internal medicine subspecialty topics. J Grad Med Educ 2018;10:331-5.  Back to cited text no. 3
    
4.
Jahn HK, Kwan J, O'Reilly G, Geduld H, Douglass K, Tenner A, et al. Towards developing a consensus assessment framework for global emergency medicine fellowships. BMC Emerg Med 2019;19:68.  Back to cited text no. 4
    
5.
Pangaro L, ten Cate O. Frameworks for learner assessment in medicine: AMEE guide No. 78. Med Teach 2013;35:e1197-210.  Back to cited text no. 5
    




 

Top
 
 
  Search
 
Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
Access Statistics
Email Alert *
Add to My List *
* Registration required (free)

 
  In this article
Abstract
Introduction
Assessment Frame...
Analytical Frame...
Additional Consi...
Conclusion
References

 Article Access Statistics
    Viewed260    
    Printed2    
    Emailed0    
    PDF Downloaded36    
    Comments [Add]    

Recommend this journal