Department of Ophthalmology, M.S. Ramaiah Medical College, Bangalore, Karnataka, India.
Indian J Ophthalmol. 2022 Apr;70(4):1092-1098. doi: 10.4103/ijo.IJO_1034_21.
An essential part of the teaching-learning paradigm is assessment. It is one of the ways to achieve feedback for the various methods that have been used to impart a particular skill. This is true of ophthalmology training, where various clinical and surgical skills are learned as part of the residency program. In preparation for residents to become proficient ophthalmologists, both formative and summative assessments are of paramount importance. At present, assessment is primarily summative in the form of a university examination, including theory and practical examinations that are conducted at the end of the three years of residency. A formative assessment can make course corrections early on, allowing for an improved understanding of the subject and the acquisition of clinical and surgical skills. Formative assessments also allow us to customize the teaching methodology considering individual residents' learning capabilities. In addition, formative assessments have the advantage of alleviating the stress of a "final" examination, which could sometimes result in a less-than-optimum performance by the residents. The COVID-19 pandemic has forced us to adopt new teaching methods, which has led to the adoption of changes in assessment. In this regard, we discuss the different assessment tools available, their pros and cons, and how best these tools can be made applicable in the setting of an ophthalmology residency program.
教学模式的一个重要组成部分是评估。它是实现各种方法反馈的一种方式，这些方法已被用于传授特定技能。眼科学培训也是如此，在住院医师培训计划中，各种临床和手术技能都是学习的一部分。为了使住院医师成为熟练的眼科医生，形成性评估和总结性评估都至关重要。目前，评估主要是以大学考试的形式进行，包括在住院医师培训的三年结束时进行的理论和实践考试。形成性评估可以及早进行课程调整，从而更好地理解主题并获得临床和手术技能。形成性评估还使我们能够根据个别住院医师的学习能力定制教学方法。此外，形成性评估具有减轻“期末考试”压力的优势，因为期末考试有时会导致住院医师的表现不尽如人意。COVID-19 大流行迫使我们采用新的教学方法，这导致评估发生了变化。在这方面，我们讨论了可用的不同评估工具、它们的优缺点，以及如何最好地使这些工具在眼科住院医师培训计划中适用。
