MTU Library Catalogue

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Practical guide to medical student assessment / Zubair Amin, Yap Seng Chong and Hoon Eng Khoo.

By: Amin, Zubair.
Contributor(s): Chong, Yap Seng | Khoo, Hoon Eng.
Material type: materialTypeLabelBookPublisher: Singapore : World Scientific Publishing, 2006Description: xxi, 106 p. ; 24 cm. + hbk.ISBN: 9812568085.Subject(s): Medical education -- Problems and exercises | Examinations -- Validity | Educational tests and measurements | Examinations -- InterpretationDDC classification: 371.26
Contents:
Section 1: Principles and purpose of assessment -- Assessment in medical education: an overview -- Key concepts in assessment -- Special issues in assessment in clinical medicine -- Standard setting -- A model for assessment -- Section 2: Assessment of "knows" and "knows how" -- Oral examination/Viva -- Long essay questions (LEQ) -- Short answer questions (SAQ) -- Multiple choice questions (MCQ) -- Extended matching items (EMI) -- Key features test (KF) -- Section 3: Assessment of "Shows how" -- Long case -- Short case -- Objective structured clinical examination (OSCE) -- Section 4: Assessment of "Does" -- Mini clinical evaluation exercise (Mini-CEX) -- Direct observation of procedural skills (DOPS) -- Clinical work sampling (CWS) -- Checklist -- 360-degree evaluation -- Logbook -- Portfolio.
Holdings
Item type Current library Call number Copy number Status Barcode
General lending MTU Bishopstown Library Lending 371.26 (Browse shelf(Opens below)) 1 Available 00113649
Total holds: 0

Enhanced descriptions from Syndetics:

This practical guide provides a simple, useful reference to commonly raised questions about medical student assessment.The first part of the book provides succinct information on the general aspects of assessment such as purpose and principles of assessment; technical terms such as validity, reliability, and utility of assessment instruments; and how to choose assessment instruments for a given purpose.Individual assessment instruments are treated in the second part of the guide. The authors focus on about 20 selected assessment instruments currently in use or promising new instruments that are likely to get increased acceptance in future. For each instrument a general description is given, followed by discussion on its uses, limitations, psychometric characteristics, and recommendations for medical teachers.The reference section contains highly selective and well-researched resources, annotated and classified according to their usefulness. Many of these resources are available free on the Internet.

Includes bibliographical references and index.

Section 1: Principles and purpose of assessment -- Assessment in medical education: an overview -- Key concepts in assessment -- Special issues in assessment in clinical medicine -- Standard setting -- A model for assessment -- Section 2: Assessment of "knows" and "knows how" -- Oral examination/Viva -- Long essay questions (LEQ) -- Short answer questions (SAQ) -- Multiple choice questions (MCQ) -- Extended matching items (EMI) -- Key features test (KF) -- Section 3: Assessment of "Shows how" -- Long case -- Short case -- Objective structured clinical examination (OSCE) -- Section 4: Assessment of "Does" -- Mini clinical evaluation exercise (Mini-CEX) -- Direct observation of procedural skills (DOPS) -- Clinical work sampling (CWS) -- Checklist -- 360-degree evaluation -- Logbook -- Portfolio.

Table of contents provided by Syndetics

  • Foreword (p. vii)
  • Acknowledgement (p. ix)
  • About the Authors (p. xi)
  • About this Guide (p. xiii)
  • Disclaimer (p. xv)
  • Section 1 Principles and Purpose of Assessment (p. 1)
  • Chapter 1 Assessment in Medical Education: An Overview (p. 3)
  • "Assessment Drives Learning" (p. 3)
  • Purpose Driven Assessment (p. 4)
  • What is at Stake? (p. 5)
  • Chapter 2 Key Concepts in Assessment (p. 8)
  • Formative and Summative Assessment (p. 8)
  • Validity (p. 8)
  • Blueprinting (p. 9)
  • Reliability (p. 11)
  • Feasibility (Cost and Acceptability) (p. 13)
  • Chapter 3 Special Issues in Assessment in Clinical Medicine (p. 15)
  • Context Specificity (p. 15)
  • Generalizability of Assessment Data (p. 15)
  • Chapter 4 Standard Setting (p. 20)
  • Norm Referenced Standard (p. 20)
  • Criterion Referenced Standard (p. 21)
  • Chapter 5 A Model for Assessment (p. 22)
  • Section 2 Assessment of "Knows" and "Knows How" (p. 25)
  • Chapter 6 Oral Examination/Viva (p. 27)
  • Description (p. 27)
  • Limitations of Traditional Viva (p. 27)
  • Use With Borderline Candidates (p. 27)
  • Cited Advantage (p. 27)
  • Pertinent Evidence (p. 28)
  • Possible Uses (p. 28)
  • Practical Tips (p. 28)
  • Chapter 7 Long Essay Questions (LEQ) (p. 30)
  • Description (p. 30)
  • Strengths of Essay Questions (p. 30)
  • Limitations (p. 31)
  • Recommended Use (p. 31)
  • Evidence (p. 31)
  • Chapter 8 Short Answer Questions (SAQ) (p. 34)
  • Description (p. 34)
  • Advantages (p. 34)
  • Limitation (p. 34)
  • Evidence (p. 34)
  • Suggested Uses (p. 35)
  • Practical Tips in Writing SAQ (p. 35)
  • Chapter 9 Multiple Choice Questions (MCQ) (p. 37)
  • Description (p. 37)
  • Advantages (p. 37)
  • Limitations (p. 37)
  • Best Evidence and Practice (p. 37)
  • Imprecise and Difficult Terms to Avoid in MCQ (p. 40)
  • Pre-Submission Checklist for MCQ (p. 41)
  • Chapter 10 Extended Matching Items (EMI) (p. 43)
  • Description (p. 43)
  • Advantages (p. 43)
  • Limitations (p. 43)
  • Evidence (p. 43)
  • Practical Tips in Writing EMI (p. 44)
  • Chapter 11 Key Features Test (KF) (p. 46)
  • Description (p. 46)
  • Advantages (p. 46)
  • Limitations (p. 46)
  • Evidence (p. 47)
  • Section 3 Assessment of "Shows How" (p. 51)
  • Chapter 12 Long Case (p. 53)
  • Common Practice (p. 53)
  • Advantage (p. 53)
  • Limitations (p. 53)
  • Evidence (p. 53)
  • Chapter 13 Short Case (p. 56)
  • Common Practice (p. 56)
  • Advantages (p. 56)
  • Limitations (p. 56)
  • Evidence (p. 56)
  • Chapter 14 Objective Structured Clinical Examination (OSCE) (p. 58)
  • Description (p. 58)
  • Advantages (p. 58)
  • Limitations (p. 58)
  • Evidence (p. 59)
  • Rating Checklist (p. 63)
  • Tips on Writing OSCE (p. 64)
  • Section 4 Assessment of "Does" (p. 65)
  • Chapter 15 Mini Clinical Evaluation Exercise (Mini-CEX) (p. 67)
  • Description (p. 67)
  • Advantages (p. 68)
  • Limitations (p. 68)
  • Evidence (p. 68)
  • Sample Mini-CEX Data Collection Form (p. 69)
  • Suggested Uses (p. 70)
  • Chapter 16 Direct Observation of Procedural Skills (DOPS) (p. 71)
  • Description (p. 71)
  • Advantages (p. 72)
  • Limitations (p. 72)
  • Sample DOPS Data Collection Form (p. 73)
  • Suggested Uses (p. 74)
  • Chapter 17 Clinical Work Sampling (CWS) (p. 75)
  • Description (p. 75)
  • Advantages (p. 75)
  • Limitations (p. 75)
  • Suggested Uses (p. 77)
  • Chapter 18 Checklist (p. 78)
  • Description (p. 78)
  • Advantages (p. 78)
  • Limitations (p. 78)
  • Evidence (p. 78)
  • Chapter 19 360-Degree Evaluation (p. 82)
  • Description (p. 82)
  • Advantages (p. 82)
  • Limitations (p. 82)
  • Evidence (p. 83)
  • Suggested Use (p. 83)
  • A Sample 360-Degree Evaluation Form (p. 84)
  • Chapter 20 Logbook (p. 86)
  • Description (p. 86)
  • Advantages (p. 86)
  • Limitations (p. 86)
  • Chapter 21 Portfolio (p. 88)
  • Description (p. 88)
  • Advantages (p. 88)
  • Limitations (p. 88)
  • Evidence (p. 88)
  • Appendix A Summary of Recommendations (p. 91)
  • Appendix B Annotated References and Further Reading (p. 95)
  • Index (p. 105)