An Investigation of the Application of Different Methods of Student evaluation by clinical education groups of Birjand University of Medical Sciences

Document Type : Original Article

Authors

1 Infectious Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran

2 Family Medicine Department, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN

3 Department of Medical Education, School of Medicine, Birjand University of Medical Sciences, Birjand, Iran

4 Medical of Education Research Center, Birjand University of Medical Sciences, Birjand, Iran

5 PhD. Student of Curriculum Planning ,Birjand University, Biriand, Iran

Abstract

Background: Evaluation is an effective factor to assure the quality of education. Evaluation of clinical education assessment methods, as the most important step in educating certified physicians, is essential in order to determine the strengths and eliminate the defects. Therefore, this study was conducted to assess the evaluation methods of students by clinical education groups of Birjand University of Medical Sciences.
Method: This is a descriptive-cross sectional study conducted in the academic year of 2016-2017. The statistical population consisted of interns in clinical departments of Birjand University of Medical Sciences who were selected by purposeful sampling. The tool for evaluating the researcher-made checklist was based on the ACGME model, whose content and formal validity were confirmed by experts. After collecting data, data were recorded and analyzed in Excel software.
 Results: The results of this study showed that most of the tests conducted in internship courses were in the fields of written method, key points and history (76.66% of the clinical groups); in the evaluation by the supervisor, oral exam (40 percent), and in the multi-source evaluation or 360-degree area, only from the work folder (0.33 percent), and in the field of clinical simulation, none of the tests have been used for evaluation.
 Conclusion: Considering that the tests evaluated only the knowledge and also evaluated the skills in limited cases, it is suggested that, while creating the ground for increasing the awareness of the professors about other tests, an instruction to necessitate the evaluation of all areas of learning in all clinical sections should be developed.

Keywords

Main Subjects

References

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