Assessment methods in Undergraduate Medical Education: brief considerations

Abstract

Student assessment is an integral part of a medical curriculum.
One of the main objectives is to verify whether students meet the standards of knowledge and performance that allow them to progress to subsequent levels of learning. To achieve this aim, assessment methods must be developed in accordance with the learning objectives defined for the stage at which students are at the time of assessment.

For the assessment of a medical student to be complete, it is necessary to use various methods to evaluate di!erent crucial competencies: knowledge, clinical skills, and a"itudes. This paper reviews the best known or most frequently used tools for each of these competencies, such as wri"en or
oral assessments, multiple-choice tests with particular emphasis for single best answer (SBA) questions, direct observation in learning environments, objective structured clinical examinations (OSCE), and the use of portfolios. The use of simulation is addressed in various assessment contexts. A
brief description is provided of global assessment scales, tools that confer objectivity and validity on assessments and improve reproducibility
among assessors. The most important properties that an assessment must fulfil in order to be useful are described. Particular importance is given to psychometric criteria such as validity, reliability, feasibility and acceptability.

Whether for formative or summative purposes, student assessment is an essential step in the learning process. The analysis of the results of the various assessments should guide medical schools in optimising teaching and learning processes. For students, it should contribute to their self-learning, so that they can play an active role in the process of their own improvement.