Do we assess what we set out to teach in obstetrics : an action research study

Show simple item record Adam, Sumaiya Lubbe, J.C. (Irene) Van Rooyen, Marietjie 2022-01-11T05:12:43Z 2022-01-11T05:12:43Z 2021-06
dc.description.abstract BACKGROUND. Medical education empowers students to transform theoretical knowledge into practice. Assessment of knowledge, skills and attitudes determines students’ competency to practice. Assessment methods have been adapted, but not evaluated, to accommodate educational challenges. OBJECTIVES. To evaluate whether assessment criteria align with obstetrics learning outcomes. METHODS. We conducted a collaborative action research study, in which we reviewed and analysed learning outcomes and assessments according to Bigg’s model of constructive alignment. Data were analysed as per levels of Bloom’s taxonomy. RESULTS. Final-year students have two 3-week modules in obstetrics, with 75% overlap in learning outcomes and assessments. Ninety-five percent of learning outcomes were poorly defined, and 11 - 22% were inappropriately assessed. Summative assessments were comprehensive, but continuous assessments were rudimentary without clear educational benefit. There is a deficiency in assessment of clinical skills and competencies, as assessments have been adapted to accommodate patient confidentiality and increasing student numbers. The lack of good assessment practice compromises the validity of assessments, resulting in assessments that do not focus on higher levels of thinking. CONCLUSION. There was poor alignment between assessment and outcomes. Combining the obstetrics modules, and reviewing learning outcomes and assessments as a single entity, will improve the authenticity of assessments. en_ZA
dc.description.department Education Innovation en_ZA
dc.description.department Family Medicine en_ZA
dc.description.department Obstetrics and Gynaecology en_ZA
dc.description.librarian am2021 en_ZA
dc.description.uri en_ZA
dc.identifier.citation Adam, S., Lubbe, I. & Van Rooyen, M. 2021, 'Do we assess what we set out to teach in obstetrics : an action research study', African Journal of Health Professions Education, vol. 13, no. 2, pp. 118-122. en_ZA
dc.identifier.issn 2078-5127 (online)
dc.identifier.other 10.7196/AJHPE.2021.v13i2.1247
dc.language.iso en en_ZA
dc.publisher Health and Medical Publishing Group en_ZA
dc.rights © 2021 Health and Medical Publishing Group. This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0. en_ZA
dc.subject Students en_ZA
dc.subject Transformation en_ZA
dc.subject Educational challenges en_ZA
dc.subject Assessment criteria en_ZA
dc.title Do we assess what we set out to teach in obstetrics : an action research study en_ZA
dc.type Article en_ZA

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