Abstract
Assessment drives learning, and the corollary of this is that if we regard something as necessary for the practice of medicine it must be examined. The curriculum defines what the students need to know. The primary purpose of assessment within medical training is to verify that they have learnt enough to practise safely. For many years the emphasis in medical examinations was on facts. Increasingly, emphasis is being placed on which competencies the student shows rather than what the student knows.
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