The Hidden Value of Multisource Progress Assessment in Medical Education

Authors

Jerome I. Rotgans, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore. Institution for Medical Education Research Rotterdam, Erasmus University Medical Center, The Netherlands
Muhammad Raihan Jumat, Lee Kong Chian School of Medicine, Nanyang Technological University, SingaporeFollow
Henk G. Schmidt, Institution for Medical Education Research Rotterdam, Erasmus University Medical Center, The Netherlands

Abstract

The COVID-19 pandemic constituted a stress test for medical education, especially for assessment. Exams needed to be postponed or even cancelled. This was a problem because many schools rely on decision making with regard to student performance and their progress through the curriculum using only a few high-stake examinations. In this report we present how a medical school can make a relatively easy transition to multisource progress assessment, based on results on a large number of low-stake tests. Such tests are often integral parts of the curriculum, but hidden because they are not used for decision making. We will present how results of such low-stake tests can be combined and visualized to allow for more comprehensive (and potentially more reliable and valid) assessment decisions.

Recommended Citation

Rotgans, Jerome I.; Jumat, Muhammad Raihan; and Schmidt, Henk G. (2022) "The Hidden Value of Multisource Progress Assessment in Medical Education," Health Professions Education: Vol. 8: Iss. 2, Article 1.
DOI: 10.55890/2452-3011.1019
Available at: https://hpe.researchcommons.org/journal/vol8/iss2/1