Mapping undergraduate exit-level assessment in a medical programme : a blueprint for clinical competence?

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dc.contributor.authorTan, Christina Phoay Layen_ZA
dc.contributor.authorVan Schalkwyk, Susan Camilleen_ZA
dc.contributor.authorBezuidenhout, Juanitaen_ZA
dc.contributor.authorCilliers, Francoisen_ZA
dc.date.accessioned2017-07-03T13:51:25Z
dc.date.available2017-07-03T13:51:25Z
dc.date.issued2016-05
dc.descriptionCITATION: Tan, C. P. L., et al. 2016. Mapping undergraduate exit-level assessment in a medical programme: a blueprint for clinical competence? African Journal of Health Professions Education, 8(1):45-49, doi:10.7196/AJHPE.2016.v8i1.546.
dc.descriptionThe original publication is available at http://www.ajhpe.org.za
dc.description.abstractENGLISH SUMMARY : Background. Assessment is an essential component of a medical curriculum. High-stakes exit-level assessment used for licensing and certification purposes needs to be sound. Even though criteria for evaluating assessment practices exist, an analysis of the nature of these practices is first required. Objective. To map current exit-level assessment practices, as described in institutional documentation. Methods. This descriptive interpretive study centred on the document analysis of final-phase study guides of the undergraduate medical programme at Stellenbosch University, Cape Town, South Africa. Results. The key findings were: (i) there is a diversity of methods and approaches to assessment in the final-phase modules; (ii) modules using similar assessment methods applied different credit weightings; (iii) similar assessment methods were described differently across the study guides; and (iv) study guides varied in the amount of information provided about the assessment methods. Conclusion. There is a diverse range of assessment practices at exit level of the MB,ChB programme at Stellenbosch University. This in-depth analysis of assessment methods has highlighted areas where current practice needs to be investigated in greater depth, and where shifts to a more coherent practice should be encouraged. Assessment mapping provides a useful reference for programme co-ordinators and is applicable to other programmes.en_ZA
dc.description.urihttp://www.ajhpe.org.za/index.php/ajhpe/article/view/546
dc.description.versionPublisher's version
dc.format.extent5 pages
dc.identifier.citationTan, C. P. L., et al. 2016. Mapping undergraduate exit-level assessment in a medical programme: a blueprint for clinical competence? African Journal of Health Professions Education, 8(1):45-49, doi:10.7196/AJHPE.2016.v8i1.546.
dc.identifier.issn2078-5127 (online)
dc.identifier.otherdoi:10.7196/AJHPE.2016.v8i1.546
dc.identifier.urihttp://hdl.handle.net/10019.1/101905
dc.language.isoen_ZAen_ZA
dc.publisherHealth & Medical Publishing Group
dc.rights.holderAfrican Journal of Health Professions Education
dc.subjectAssessment mappingen_ZA
dc.subjectCurriculum evaluation -- Bellville (South Africa)en_ZA
dc.subjectMedicine -- Study and teaching (Higher)en_ZA
dc.titleMapping undergraduate exit-level assessment in a medical programme : a blueprint for clinical competence?en_ZA
dc.typeArticleen_ZA
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