Academic/ Education Assessment
Miles, S, Swift, L, & Leinster, SJ. 20012, “The Dundee Ready Education Environment Measure (DREEM): A review of its adoption and use”, Medical Teacher, vol. 34, no. 9, pp. e620-e634.“This study aimed to review the settings and purposes to which the DREEM has been applied and the approaches used to analyse and report it, with a view to guiding future users towards appropriate methodology.”
Oviasu, E. 2008, “Clinical skills evaluation in a resource-constrained environment”, Medical Education, vol. 42, pp. 524-525."The objective of the study… was to evaluate an objective structured clinical examination (OSCE) as an alternative tool for assessing students’ clinical skills, with regard to level of objectivity, reliability and time-efficiency."
Walubo, A, Burch, V, Parmar, P, Raidoo, D, Cassimjee, M, Onia, R, & Ofei, F. 2003, “A Model for Selecting Assessment Methods for Evaluating Medical Students in African Medical Schools”, Academic Medicine, vol. 78, no. 9, pp. 899-906.“The authors provide a model for selecting assessment methods for testing medical students’ performance in African medical institutions.”
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Assessing Faculty Development
Burdick, W. 2010, “Measuring the effects of an international health professions faculty development fellowship: the FAIMER Institute”, Medical Teacher, vol. 32, no. 5, 99. 414-421.“We describe evaluation of the effects of the FAIMER Institute, an international health professions education fellowship that incorporates not only education content, but also leadership and management topics and, in addition, strives to develop a sustained community of educators.”
Steinert, Y, Mann, K, Centeno, A, Dolmans, D, Spencer, J, Gelula, M, & Prideaux, D. 2006, “A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8”, Medical Teacher, vol. 28, no. 6, pp. 497-526.“The objective of the study was to synthesize the existing evidence that addresses the question: ‘What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?’”
Wingard, D, Garman, K, & Reznik, V. 2004, “Facilitating Faculty Success: Outcomes and Cost Benefit of the UCSD National Center of Leadership in Academic Medicine”, Academic Medicine, vol. 79, no. 10, pp. S9-S11.“The present study assessed four primary outcomes associated with participation in the UCSD NCLAM program: whether participants stayed at UCSD, whether they stayed in academic medicine, a quantitative assessment of improved confidence in skills needed to succeed in academic medicine, and costs of the program compared to dollars spent on junior faculty recruitment.”
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Boon, J, Meiring, J, & Richards, P. 2002, “Clinical anatomy as the basis for clinical examination: Development and evaluation of an Introduction to Clinical Examination in a problem-oriented medical curriculum”, Clinical Anatomy, vol. 15, no. 1, pp.45-50."Clinical anatomy is usually defined as anatomy applied to patient care. The question is asked whether students of a new horizontally and vertically integrated medical curriculum recognize the subject as the basis for clinical examination.”
Connolly, C, & Seneque, M. 2002, “Evaluating problem-based learning in a multilingual student population”, vol. 33, no. 10, pp.738-744."The University of Natal Medical School in South Africa provides training for a student body composed of two groups: one with English as a first language and the other with an African language as a first language and English as the second. A new methodology was developed to evaluate an innovative course using modified problem-based learning techniques in this heterogeneous environment."
Mufunda, J, Chatora, R, Ndambakuwa, Y, Samkange, C, Sigola, L, & Vengesa, P. 2007, “Challenges in training the ideal Doctor for Africa: lessons learned from Zimbabwe”, Medical Teacher, vol. 29, no. 9-10, pp. 878-881.“The aim of the study was to evaluate the outcome of innovative medical education at the University of Zimbabwe Medical School.”
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Ajuwon, GA. 2003, “Computer and internet use by first year clinical and nursing students in a Nigerian teaching hospital”, BMC Medical Informatics and Decision Making, vol. 3, no. 10.“The aim of this study was to assess the uptake of computer and internet by health science students studying in the country.”
Mash, RJ, Marais, D, Van Der Walt, S, Van Deventer, I, Steyn, M, & Labadarios, D. 2005, “Assessment of the quality of interaction in distance learning programmes utilising the Internet (WebCT) or interactive television (ITV)”, Medical Education, vol. 39, pp. 1093-1100. “This study focuses on the quality of interaction in interactive TV (ITV), WebCT bulletin boards (BBs) and chat rooms (CRs) and addresses the question of how effectively new collaborative electronic technologies have been married with new pedagogical ideas to create effective learning for distance education students.”
McClean, M, & Murrell, K. 2002, “WebCT: integrating computer-mediated communication and resource delivery into a new problem-based curriculum”, Journal of Visual Communication in Medicine, vol. 25, no. 1, pp. 8-15.“This study provides feedback from students with regard to the value of WebCT in their curriculum, as well as discussing the value of WebCT for the delivery of digitized material (e.g., images, videos, PowerPoint presentations).”
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For more articles, visit the Monitoring and Evaluation section of the Library of Resources.
The Medical Education Partnership Initiative (MEPI) is a coordinated effort led by the Office of the U.S. Global AIDS Coordinator (OGAC) and supported by the National Institutes of Health (NIH) and the Health Resources and Services Administration (HRSA).