Abstract
Global differences in electronic portfolio utilization - a review of the literature and research implications.
Highlights
The philosophy and overall structure of medical education and knowledge assessment have undergone dramatic transformations over the last fifteen years, highlighted by the shift from summative-driven assessment methods to competencybased techniques that foster reflective learning and professional growth
The days of traditional numerical grades and pass-fail hierarchies which medical students were so accustomed are being replaced by self-assessment, introspection, and appraisal of achievements in core competencies [3,4,5,6,7,8,9,10]
We should use tools that meet minimum requirements for quality, and have both quantitative and qualitative measures [4]. This transition to competency-based medical education has the obvious potential of engendering more well-roundedness and professional maturity, the optimal methodology for assessing attainment of these competencies is less transparent [2,3,4,5,6,7,8,9]
Summary
The philosophy and overall structure of medical education and knowledge assessment have undergone dramatic transformations over the last fifteen years, highlighted by the shift from summative-driven assessment methods to competencybased techniques that foster reflective learning and professional growth. An end user usually on the web that has the ability to longitudinally capture and visually display competency attainment data over time, has naturally gained popularity in the competency-based medical education arena.
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