Assessment in medical education: roles for clinical teachers

Abstract

T he assessment of learners is one of those perennial topics in medical education that leads to debate about the extent to which assessment rewards or undermines ‘real’ learning. Perspectives differ according to roles. Some educators wonder if formal assessment is even necessary, as motivated learners will achieve their learning goals without it. Some clinical teachers prefer not to have any role in assessment because they fear that this might harm their relationships with learners. Learners focus on the capacity of assessment to make or break careers, and fear being wrongly judged as having failed to reach required standards. Regulators fear that assessment may allow learners with serious deficiencies to pass, which might affect patient safety. Educational institutions view assessment as being essential, but many invest more in managing, rather than in Learners focus on the capacity of assessment to make or break careers Practical assessment