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Written Assessment in Medical Education PDF

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Hosam Eldeen Elsadig Gasmalla · Alaa AbuElgasim Mohamed Ibrahim · Majed M. Wadi · Mohamed H. Taha   Editors Written Assessment in Medical Education Written Assessment in Medical Education Hosam Eldeen Elsadig Gasmalla Alaa AbuElgasim Mohamed Ibrahim Majed M. Wadi • Mohamed H. Taha Editors Written Assessment in Medical Education Editors Hosam Eldeen Elsadig Gasmalla Alaa AbuElgasim Mohamed Ibrahim University of Warwick College of Oral and Dental Medicine Coventry, United Kingdom Karary University Khartoum, Sudan Al-Neelain University Khartoum, Sudan Educational Development Center Sudan Medical Spacialization Board Majed M. Wadi Khartoum, Sudan Medical Education Department College of Medicine Mohamed H. Taha Qassim University College of Medicine and Medical Education Buraidah, Saudi Arabia Centre University of Sharjah Sharjah, United Arab Emirates ISBN 978-3-031-11751-0 ISBN 978-3-031-11752-7 (eBook) https://doi.org/10.1007/978-3-031-11752-7 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface Assessment lies at the heart of any educational process. For education in medical and health professions, assessment is extremely important since the decision taken after assessment affects the lives of people. From this notion, assessment should be robust and credentialed. The assessment should be tailored to appraise the level of medical graduate competencies, who will offer healthcare to patients and serve the health system. It must clearly state and support the criteria for their certification. Over the last four decades, health professions schools, postgraduate residency programs, and licensing agencies have all expanded their efforts to provide accu- rate, reliable, and timely assessments of students, trainees, and practicing physi- cians’ competencies. The three major purposes of such assessments are to maximize the capacities of all learners and practitioners by giving incentives and guidance for future learning, to safeguard the public by detecting incompetent physicians, and to offer a framework for selecting advanced training applicants. Despite the availability of many educational resources, faculty development pro- grams, the emergence of new global challenges and the fourth industrial revolution, and the COVID-19 pandemic, which created a new normal, topics of assessment continue to be challenging for faculty, particularly novices. Therefore, the purpose of this book is to provide readers with an understanding of the fundamentals of writ- ten assessment and to provide a simple guide for daily use by a medical educator. We merely focused on written assessment since written assessment topics continue to be highly in demand by faculty members, who frequently request and participate in numerous training activities under this umbrella. This book does not overwhelm the reader with an abundance of educational theory; rather, it serves the needs of medical educators in a straightforward and uncomplicated manner. In writing this book, we used a simplified description of the theory, followed by practical tips and examples from daily practice in health professions education schools, as well as practical exercises. Finally, each chapter ends with a take-home message. The book is organized into 14 chapters. Chapter 1 introduces basic assessment concepts, highlighting the various types of assessment methods, as well as the criteria that define a good assessment. The second chapter sheds light on assessing learning outcomes using various theoretical v vi Preface foundations such as Miller’s pyramid and Bloom’s taxonomy. Chapter 3 provides a step-by-step guide for designing and developing a test blueprint. It also includes several examples of various blueprints. Chapter 4 goes over the various formats of constructed response items, their strengths and weaknesses, and how to construct them. Chapter 5 explains the concept of key-feature questions (KFQs), their struc- ture, and evidence to support their validity. Chapter 6 focuses on the development of A-type MCQs that go beyond assessing recall to assessing high levels of the cogni- tive domain, with extensive use of examples. Chapter 7 explains R-type questions and describes their structure and how to construct high-quality R-Type MCQs. Chapter 8 aims at introducing readers to the Script Concordance Test and its psy- chometric properties, as well as its use in medical education. Chapter 9 aims to introduce readers to the statistical methods used in exam evaluation through simple and descriptive examples. Chapter 10 sheds light on the standard-setting process and discusses relevant methods used in written exams. The importance of online assessment as an emerging strategy for evaluating and monitoring students’ achieve- ment in e-learning is highlighted in Chap. 11. Chapter 12 introduces the readers to progress testing in written assessment, including the rationale for the test, how to run it, and how to evaluate it. Chapter 13 discusses the fundamental principles of programmatic assessment as well as the conceptual and theoretical frameworks that support it. Chapter 14 focuses on social accountability SA in the written assessment and how to integrate SA values into assessment practice. We believe that the book will serve educators in medical and health professions in planning, designing, and implementing different assessment activities within their context. We are especially grateful to all our authors, who took time out of their hectic professional schedules to make an outstanding contribution to book chapters. Finally, we would like to thank our families for their patience with our numerous distractions during the lengthy timeline required to complete this book. Coventry, United Kingdom Hosam Eldeen Elsadig Gasmalla Khartoum, Sudan Alaa AbuElgasim Mohamed Ibrahim Buraidah, Saudi Arabia Majed M. Wadi Sharjah, United Arab Emirates Mohamed H. Taha May 2022 [email protected] [email protected] Contents 1 Basic Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Hosam Eldeen Elsadig Gasmalla 2 Assessment of Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Alaa Abuelgasim Mohamed Ibrahim 3 Blueprint in Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Alaa Abuelgasim Mohamed Ibrahim and Hosam Eldeen Elsadig Gasmalla 4 Constructed Response Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Mohamed H. Taha 5 Key Feature Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Muhamad Saiful Bahri Yusoff 6 A-Type MCQs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Hosam Eldeen Elsadig Gasmalla and Mohamed Elnajid Mustafa Mohamed Tahir 7 R-Type MCQs (Extended Matching Questions) . . . . . . . . . . . . . . . . . 91 Hosam Eldeen Elsadig Gasmalla and Mohamed Elnajid Mustafa Mohamed Tahir 8 Script Concordance Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Nurhanis Syazni Roslan and Muhamad Saiful Bahri Yusoff 9 Introduction to the Psychometric Analysis . . . . . . . . . . . . . . . . . . . . . . 111 Amal Hussein and Hosam Eldeen Elsadig Gasmalla 10 Standard Setting in Written Assessment . . . . . . . . . . . . . . . . . . . . . . . 137 Majed M. Wadi 11 Progress Testing in Written Assessment . . . . . . . . . . . . . . . . . . . . . . . . 147 Mona Hmoud AlSheikh, Ahmad Alamro, and Majed M. Wadi vii viii Contents 12 How Written Assessment Fits into the Canvas of Programmatic Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Muhammad Zafar Iqbal and Mona Hmoud AlSheikh 13 Assessment: Social Accountability and the Society . . . . . . . . . . . . . . . 169 Mohamed Elhassan Abdalla Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Notes on the Editors Hosam Eldeen Elsadig Gasmalla, MBBS, MSc, PgDip, MHPE, PhD is Assistant Professor of Clinical Anatomy and medical education specialist in the Faculty of Medicine, Al-Neelain University, Sudan, with over 15 years of experience in teach- ing and research in both clinical anatomy and medical/health professions education for undergraduates and graduate students. Dr. Hosam Eldeen is specialized in stu- dents’ assessment, and he teaches learners’ assessment module as part of the mas- ter’s degree program in health professions education provided by the Sudan Medical Specialization Board (SMSB). Dr. Hosam Eldeen also has experience in the field of quality of education. As a founding dean, he established and led the deanship of quality and education development at Sudan International University (2020–2022). He is also a member of several international organizations including the Association for Medical Education in Europe (AMEE). Recently, he moved to the United Kingdom as an Assistant Professor of Clinical Anatomy at The University of Warwick. [email protected] Alaa Abuelgasim Mohamed Ibrahim, MDDPH, MHPE, MPTH is the dean of the College of Oral and Dental Medicine at Karary University and Assistant Professor of Dental Public Health (DPH). Dr. Alaa also serves on the Sudan Medical Specialization Board (SMSB) as the head of the curriculum and program depart- ment at the Education Development Center, as the rapporteur of the curriculum high advice committee, and as the dental public health counsel rapporteur. She contrib- utes to health professions education (HPE) by serving as the main instructor for the master’s degree program in HPE at SMSB and the International University of Africa, facilitating HPE and DPH courses in Sudanese universities for more than 8 years, and designing undergraduate and postgraduate curricula for various health professional programs for more than 5 years. Majed Wadi, MBBS, MSc Med Edu is a lecturer in the Medical Education Department of the College of Medicine, Qassim University, Saudi Arabia. Dr. ix x Notes on the Editors Majed has vast expertise with student assessment as he is the coordinator of the Assessment Unit of the College of Medicine. He is responsible for reviewing and approving summative assessment items before and after their implementation. In addition, he is a member of the secretary generals in the Progress Test Committee, which is responsible for planning and designing and implementing the progress testing at the levels of Saudi Arabian medical institutions on an annual basis, as well as a member of the curriculum steering and accreditation committees. His scholarly works center on student assessment, resilience and well-being, and curriculum development. [email protected] Mohammad H. Taha, MBBS, PG Dip, MSc (HPE), PhD is Assistant Professor of Medical Education at the University of Sharjah’s Medical Education Centre and College of Medicine, United Arab Emirates, with over 13 years of medical/health professions education and educational research experience. He is currently the director of the Medical Education Centre and the coordinator of the Master of Leadership in Health Professions Education at the University of Sharjah, as well as the chair of the College of Medicine’s curriculum committee. Dr. Mohamed H. Hassan also is a member of several international organizations, such as the Association for Medical Education in Europe (AMEE) and The Network: Towards Unity for Health TUFH, and serves as a consultant for various undergraduate and postgraduate medical curricula in the Eastern Mediterranean Region (EMRO region). Dr. Mohammad H. Taha has authored numerous articles on curriculum development, social accountability, online learning, students’ and residents’ learn- ing environment, and residency training.

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