Assessment and Evaluation in Surgery (MEDS90018)
Graduate courseworkPoints: 12.5Off Campus
About this subject
Contact information
Semester 2
Melbourne School of Professional and Continuing Education
Further information: https://study.unimelb.edu.au/find/courses/graduate/master-of-surgical-education/
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Monday to Friday 8am to 9pm AEST/AEDT. Weekends and University of Melbourne observed Public Holidays 10am to 5pm AEST/AEDT.
Overview
| Availability | Semester 2 - Off Campus |
|---|---|
| Fees | Look up fees |
Assessment and evaluation are critical elements of education. Formative assessments are designed to support learning while summative (high stakes) assessments are used to make judgements about an individual’s success in an educational program. Both types of assessments and their application in medical and surgical education are explored in detail extending knowledge and skills covered in the core subjects.
Evaluation is the process by which programs are judged to have been successful. Effective program evaluation begins at the planning phase of educational activities. In this subject participants will learn key skills in program evaluation adopting a traditional approach addressing program structure, process and outcomes as well as exploring links between evaluation, decision-making and action and reporting evaluation findings;. Like assessment above, this evaluation topic builds on earlier knowledge and skills of program evaluation from the core subjects.
Although inextricable linked, assessment and evaluation have different functions.
This subject provides the basis for detailed studies on these two critical components of curricula.
The overall aims of the subject are:
- To review the nature and purpose of assessments in professional education
- To explore challenges associated with assessments in professional education
- To explore the range of program evaluation methodologies
Intended learning outcomes
After completing the subject participants should be able to:
- Describe the role of assessment in professional development
- Identify characteristics of robust assessments
- Discuss assessment approaches for different domains (e.g. knowledge, attitude, skills)
- Describe features of a range of written assessments (e.g. multiple choice questions - single best answer, extended modified; essays)
- Describe features of a range of skill based assessments (e.g. OSCEs, OSATS, DOPS)
- Describe features of a range of professional practice assessments (e.g. long cases, short cases, portfolios)
- Describe features of a range of workplace based assessments (e.g. case based discussion, mini clinical examination, direct observation of procedural skills, multi source feedback)
- Describe the concept of standard setting
- Discuss challenges associated with implementing summative assessments including legal issues involved with recording under performance
- Describe key features of program evaluation
- Design an evaluation strategy for a surgical training program
Generic skills
- Competently use evaluation methodologies to continuously improve curricula and teaching
- Competently develop assessment strategies that accurately measure student learning and understanding
- Study skills related to a range of educational methods
- Presentation skills
- Academic reading skills
- Academic writing
- Applying theory to practice
- Reference manager skills
- Learn independently
Last updated: 3 November 2022