期刊名称：African Journal of Health Professions Education
出版年度：2016
卷号：8
期号：1
页码：45-49
语种：English
出版社：African journals online
摘要：Background. Assessment is an essential component of a medical curriculum. High-stakes exit-level assessment used for licensing and certificationpurposes 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 programmeat 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 similarassessment methods applied different credit weightings; (iii) similar assessment methods were described differently across the study guides; and (iv) studyguides 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 analysisof assessment methods has highlighted areas where current practice needs to be investigated in greater depth, and where shifts to a more coherentpractice should be encouraged. Assessment mapping provides a useful reference for programme co-ordinators and is applicable to other programmes.
