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Titolo:
What issues are raised by evaluating problem-based undergraduate medical curricula? Making healthy connections across the literature
Autore:
Maudsley, G;
Indirizzi:
Univ Liverpool, Dept Publ Hlth, Liverpool L69 3GB, Merseyside, England Univ Liverpool Liverpool Merseyside England L69 3GB , Merseyside, England
Titolo Testata:
JOURNAL OF EVALUATION IN CLINICAL PRACTICE
fascicolo: 3, volume: 7, anno: 2001,
pagine: 311 - 324
SICI:
1356-1294(200108)7:3<311:WIARBE>2.0.ZU;2-9
Fonte:
ISI
Lingua:
ENG
Soggetto:
STAFF-DEVELOPMENT; EDUCATION; SCHOOL; SHERBROOKE; FACULTY; PROGRAM; EXPERIENCE; COMPETENCE; ATTITUDES; OUTCOMES;
Keywords:
educational evaluation; evaluation methods; health care evaluation; problem-based learning; programme evaluation; undergraduate medical education;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
80
Recensione:
Indirizzi per estratti:
Indirizzo: Maudsley, G Univ Liverpool, Dept Publ Hlth, Whelan Bldg Quadrangle, Liverpool L69 3GB,Merseyside, England Univ Liverpool Whelan Bldg Quadrangle Liverpool Merseyside England L69 3GB
Citazione:
G. Maudsley, "What issues are raised by evaluating problem-based undergraduate medical curricula? Making healthy connections across the literature", J EVAL CL P, 7(3), 2001, pp. 311-324

Abstract

There have been various waves and ripples of undergraduate medical curricular reform over recent decades. Such programme-wide innovation can attract exceptional suspicion and scrutiny about its worth, fuelled by adverse reactions to change. It also raises expectations of what programme evaluation can reveal about the experience, achievements and 'added value' of the medical students or doctors. Problem-based undergraduate medical curricula are expected, for example, to fulfil elusive 'true' (outcome) descriptors of educational quality. The aim here was to explore the rationale, approach and challenges for undergraduate medical programme evaluation, particularly for problem-based curricula. The main focus was on internal, formative evaluation: Why undertake educational evaluation? What is the evaluative context ofproblem-based learning? What philosophy has guided programme evaluation ofinnovative undergraduate medical curricula? What can educational, health care and other evaluation frameworks offer? What can be learned from examples of published accounts of problem-based undergraduate medical programme evaluation? Where to from here? Ideally evaluators of medical education should be explicit about their rationale, highlight local curricular context andspecial features, balance process-measures with outcome-measures (including unplanned outcomes), and be eclectic in methods. 'Healthier links' with the health care evaluation and educational evaluation literature could be beneficial. It remains to be seen, however, whether the medical educational changes that the General Medical Council's Tomorrow's Doctors triggered in the United Kingdom will stimulate important advances in educational evaluation.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 23/10/20 alle ore 14:18:36