By Dent, John A.; Harden, Ronald M.
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O’Neill PA, Jones A, Willis SC, McArdle PJ: Does a new undergraduate curriculum based on Tomorrow’s Doctors prepare house officers better for their first post? A qualitative study of the views of preregistration house officers using critical incidents, Medical Education 37:1100–1108, 2003. Prince KJAH, van de Wiel M, Scherpbler AJJA, et al: A qualitative analysis of the transition from theory to practice in undergraduate training in a PBL medical school, Advances in Health Sciences Education 5:105–116, 2000.
This should include knowledge, skills and attitudes. • How should it be assessed? Methods should include: a written approach such as multiple-choice questions (MCQs) or constructed response questions a performance assessment such as an Objective Structured Clinical Examination (OSCE) a collection of evidence such as in a portfolio. • What are the aims of the assessment process? Aims may include: to pass or fail the student to grade the student to provide the student and teacher with feedback to motivate the student to support the learning.
Although Bloom recognized the psychomotor domain in addition to the cognitive and affective domains, he did not produce a taxonomy for it. However, a similar grid can be produced that can be used to define the learning outcomes in relation to skills that the student must acquire. This grid is commonly expressed in the form of Miller’s triangle (Fig. 1) with the outcome levels ranging from ‘knows how’ to ‘mastery’. The specificity of the learning outcome depends on the component of the course to which it applies.
A practical guide for medical teachers by Dent, John A.; Harden, Ronald M.