Course Level Assessment Tools to Demonstrate the Acquisition of Competencies by Medical Students

Ramonita Correa* and Jorge Pérez, San Juan Bautista School of Medicine, Caguas, Puerto Rico 00726

Purpose

To validate the assessment tool applied to the Clinical and Developmental Anatomy course, and determine if the course’s competencies and institutional learning objectives are achieved.

Methods

The instruments for the assessment process included two formative and one summative evaluation utilizing a 40 multiple choice question examination, covering the competencies of the course. The exam was administered to 39 students based on their being able to participate in all of the exams.  Males and females were equally represented.  The examinations were given three times during the academic period, and compared to determine the progress of the students and if the competencies were being achieved.  Teaching strategies included: lectures, conferences, portfolios, dissection of the cadavers, peer teaching, written and practical examinations, quizzes, and discussions on assigned topics.  Mid course adjustments of the teaching strategies were introduced for enhancement of the course.

Results

The mid-term assessment showed an increase of 25.6% in correct answers.  The summative assessment test showed an increase of 36.9% as compared to the pre-test.  This evaluation reflects a macro view of teaching-learning effectiveness.  The student’s academic competencies were appraised by the National Board of Medical Examiner’s Subject Shelf Examination, exhibiting a direct correlation with the department assessment.

Conclusions

From the present study it can be concluded that assessment processes have helped to achieve effective teaching in the Anatomy course; the educational objectives of the course were complied with, the students had acquired the expected competencies, and the mission and goals of the institution had been successfully fulfilled.