Assessment in Academic and Clinical Education

Code:

MEAC16_8

Acronym:

AEAC

Keywords
Classification	Keyword
OFICIAL	Teacher Training

Instance: 2022/2023 - 2S

Active?	Yes
Responsible unit:	Public Health and Forensic Sciences, and Medical Education Department
Course/CS Responsible:	Academic and Clinical Education

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEAC	12	Current Studies Plan	1	-	6	42	162

Teaching language

Portuguese

Objectives

Learning outcomes and competences

At the end of this unit, students should be able to:

1. Identify the main features of the technical models and assessment procedures in use in academic and clinical settings.
2. Outline an evaluation plan applied to specific contexts (academic and clinical).
3. Analyze institutional assessment reports, apply a SWOT analysis and outline a plan for improvement.

Working method

B-learning

Program

Introduction: models and techniques for assessment.

1- Evaluation in educational context: assessment of student learning; evaluation of the performance of teachers; evaluation of educational/academic materials; evaluation of programs and projects; assessment of the institution and its study cycles.

2- Evaluation in clinical context: the issue of quality of health facilities.

3- Strategic plans for continuous improvement (institutions and services).

Mandatory literature

K. Walsh; Oxford Textbook of Medical Education, Oxford University Press, 2013
AMEE; AMEE Guide nº 25. The Assessment of Learning Outcomes for the Competent and Reflective Physician, Medical Teacher, 2003
Mohanna, K., Cottrell, E., Wall, d., Chambers, R.; Teaching Made Easy: A Manual for Health Professionals (3rd Edition), Radcliff Publishing, 2011
York, M.; Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice, Higher Education, 2003
Cox, M., Irby, D.M.; Assessment in Medical Education, New England Journal of Medicine, 2007
General Medical Council; Assessment in Undergraduate Medical Education, General Medical Council, 2011

Complementary Bibliography

Barteit, S; Guzek, D ; Jahn, A; Barnighausen T; Jorge, MM; Neuhann, F. ; Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review, COMPUTERS & EDUCATION. ISBN: 0360-1315

Teaching methods and learning activities

This course will be implemented based on a combinatorial methodology based on:

(a) Updated literature-based lectures and based on early reading of the preparatory texts.

(b) Analysis of Institutional evaluation reports and respective improvement plans.

(c) Analysis and discussion in small groups of research papers and other materials on evaluation in academic and clinical settings.

(d) Independent study / autonomous work.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Designation	Weight (%)
Participação presencial	20,00
Trabalho escrito	80,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	120,00
Frequência das aulas	42,00
Total:	162,00

Eligibility for exams

Attendance: 75 %.

Calculation formula of final grade

This CU is assessed at formative and summative terms:
(1) Individual and group activities distributed throughout the semester to be held in the classroom in independent study (20%);
(2) summative assessment performed by the elaboration of a portfolio on MEAC (80%).