Research article summary (published 30 Oct 2003):

AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician.

Full Abstract

Two important features of contemporary medical education are recognized. The first is an emphasis on assessment as a tool to ensure quality in training programmes, to motivate students and to direct what they learn. The second is a move to outcome-based education where the learning outcomes are defined and decisions about the curriculum are based on these. These two trends are closely related. If teachers are to do a better job of assessing their students, they need an understanding of the assessment process, an appreciation of the learning outcomes to be assessed and a recognition of the most appropriate tools to assess each outcome. Assessment tools selected should be valid, reliable, practical and have an appropriate impact on student learning. The preferred assessment tool will vary with the outcome to be assessed. It is likely to be some form of written test, a performance test such as an OSCE in which the student's competence can be tested in a simulated situation, and a test of the student's behaviour over time in clinical practice, based on tutors' reports and students' portfolios. An assessment profile can be produced for each student which highlights the learning outcomes the student has achieved at the required standard and other outcomes where this is not the case. For educational as well as economic reasons, there should be collaboration across the continuum of education in test development as it relates to the assessment of learning outcomes and in the implementation of a competence-based approach to assessment.

Author information

Author/s: Shumway, J M (JM); Harden, R M (RM); Association for Medical Education in Europe;

Affiliation: Office of Medical Education, West Virginia University, School of Medicine, Morgantown 26506, USA. jshumway(-atsign-)hsc.wvu.edu

Journal and publication information

Publication Type: Guideline; Journal Article

Journal: Medical teacher (Med Teach), published in England. (Language: eng)

Reference: 2003-Nov; vol 25 (issue 6) : pp 569-84

Dates: Created 2004/09/16; Completed 2004/10/14; Revised 2004/11/17;

PMID: 15369904, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

Comments and Corrections

CommentIn: Med Teach. 2003 Nov;25(6):565-8. (PMID: 15369903)

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Attitude of Health Personnel Clinical Competence - standards Communication Competency-Based Education Documentation Education, Medical, Undergraduate - standards Educational Measurement - methods; standards Goals Health Knowledge, Attitudes, Practice Humans Learning

Models, Educational Motivation Observation Outcome Assessment (Health Care) Peer Review, Health Care Physician's Role Psychology, Educational Reproducibility of Results Self Assessment (Psychology) Students, Medical - psychology Writing

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