Amin Tarek Tawfik, Kaliyadan Feroze, Al-Muhaidib Nouria Saab
Community Medicine Department, Faculty of Medicine, Cairo, Egypt.
Adv Med Educ Pract. 2011 Mar 10;2:95-103. doi: 10.2147/AMEP.S12950. Print 2011.
To assess the preferred methods for assessment among medical students at both preclinical and clinical stages of medical education and the possible correlates that promote these preferences.
All medical students from the third year onwards were surveyed. A self-administered anonymous questionnaire was designed to gather information on the preferred assessment method for course achievement. The preferred methods were also evaluated in relation to cognitive functions. Preference for specific exam format, in the form of multiple choices, short essay questions, or both, and the stated reasons for that preference, was also included in the questionnaire.
Out of 310 questionnaires distributed, 238 were returned. Written tests, projects, portfolios, and take home exams were the preferred modes for assessing students' achievements in a course; oral tests including a viva voce were the least preferred type of assessment. Questions that tested the domains of 'understanding' and 'application' were the most preferred type while those entailing 'analysis' were the least preferred. Multiple choice question format was the most preferred type of question (68.7%) at both pre- and clinical stages.
Students' assessments at the College of Medicine, King Faisal University, Saudi Arabia, do not use the full range of cognitive domains. The emphasis on higher domains for medical students' assessment incorporating critical thinking should increase as the students' progress through their medical courses.
评估医学教育临床前和临床阶段医学生中首选的评估方法，以及促成这些偏好的可能相关因素。
对三年级及以上的所有医学生进行调查。设计了一份自填式匿名问卷，以收集有关课程成绩首选评估方法的信息。还针对认知功能对首选方法进行了评估。问卷中还包括对特定考试形式（以多项选择题、短文问题或两者形式）的偏好以及该偏好的陈述理由。
在分发的310份问卷中，收回238份。笔试、项目、档案袋和带回家考试是评估学生课程成绩的首选方式；包括口试在内的口试是最不受欢迎的评估类型。测试“理解”和“应用”领域的问题是最受欢迎的类型，而需要“分析”的问题是最不受欢迎的。在临床前和临床阶段，多项选择题形式都是最受欢迎的问题类型（68.7%）。
沙特阿拉伯费萨尔国王大学医学院对学生的评估未涵盖认知领域的全部范围。随着医学生在医学课程中的进展，应更多地强调纳入批判性思维的医学学生评估的更高领域。
