Choudhury Bipasha, Freemont Anthony
Faculty of Biology, Medicine and Health, University of Manchester, Manchester, M13 9PT, United Kingdom.
Clin Anat. 2017 Apr;30(3):290-299. doi: 10.1002/ca.22835. Epub 2017 Mar 9.
Assessment serves the primary function of determining a student's competence in a subject. Several different assessment formats are available for assessing anatomical skills, knowledge and understanding and, as assessment can drive learning, a careful selection of assessments can help to engender the correct deep learning facility required of the safe clinical practitioner. The aim of this review was to survey the published literature to see whether higher education institutions are taking an andragogical approach to assessment. Five databases (EMBASE, ERIC, Medline, PubMed, and Web of Knowledge) were searched using standardized search terms with two limits applied (English language, and 2000 to the present). Among the 2,094 papers found, 32 were deemed suitable for this review. Current literature on assessment can be categorized into the following themes: assessment driven learning, types of assessments, frequency of assessments, and use of images in assessments. The consensus is to use a variety of methods, written and practical, to assess anatomical knowledge and skill in different domains. Institutions aim for different levels of Bloom's taxonomy for students at similar stages of their medical degree. Formative assessments are used widely, in differing formats, with mostly good effects on the final examination grade. In conclusion, a wide variety of assessments, each aimed at a different level of Bloom's taxonomy, are used by different institutions. Clin. Anat. 30:290-299, 2017. © 2017 Wiley Periodicals, Inc.
评估的主要功能是确定学生在某一学科上的能力。有几种不同的评估形式可用于评估解剖学技能、知识和理解，而且由于评估能够推动学习，精心选择评估方式有助于培养安全临床从业者所需的正确深度学习能力。本综述的目的是调查已发表的文献，以了解高等教育机构是否采用成人教学法进行评估。使用标准化检索词检索了五个数据库（EMBASE、教育资源信息中心、医学期刊数据库、医学文献数据库和知识网络），并应用了两个限制条件（英语语言，以及2000年至今）。在找到的2094篇论文中，32篇被认为适合本综述。当前关于评估的文献可分为以下主题：评估驱动的学习、评估类型、评估频率以及评估中图像的使用。共识是使用多种方法，包括书面和实践方法，来评估不同领域的解剖学知识和技能。各机构针对医学学位处于相似阶段的学生，设定了不同水平的布鲁姆教育目标分类法。形成性评估被广泛使用，形式各异，对期末考试成绩大多有良好影响。总之，不同机构使用了各种各样的评估方式，每种评估方式针对布鲁姆教育目标分类法的不同水平。《临床解剖学》30:290 - 299，2017年。© 2017威利期刊公司。
