TEB653 - MEASUREMENT & ASSESSMENT IN MEDICAL EDUCATION
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| MEASUREMENT & ASSESSMENT IN MEDICAL EDUCATION | TEB653 | 2nd Semester | 3 | 0 | 3 | 10 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Must | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Team/Group Work Project Design/Management | |||||
| Instructor (s) | Doç. Dr. Gülşen Taşdelen Teker, Doç. Dr. Barış Sezer | |||||
| Course objective | Be able to realize the principles of measurement and evaluation in medical education, and develop an evaluation tool | |||||
| Learning outcomes |
| |||||
| Course Content | Types of evaluation tools in medical education, characteristics, and development of evaluation tools | |||||
| References | 1. Ö. Demirel, Ş.B. Özvarış (2002). Öğrenen Merkezli Tıp Eğitimi 2. Z. Amin, K.H. Eng (çev.ed: M. Yıldırım, K. Topal) (2012). Tıp Eğitiminin Temelleri 3. H. Atılgan, A. Kan, N. Doğan (2006). Eğitimde Ölçme ve Değerlendirme 4. Z. Amin, C.Y. Seng, K.H. Eng, (2006). Practical Guide to Medical Student Assessment 5. J.A. Dent, R.M. Harden (2009). A Practical Guide for Medical Teachers 6. W.B. Jeffries, K.N. Huggett, (2010). An Introduction to Medical Teaching 7. Özçelik, D. A. (1981). Okullarda Ölçme ve Değerlendirme. Ankara : ÖSYM Eğitim Yayınları 3. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Measurement and evaluation in medical education |
| Week 2 | Characteristics of evaluation tools |
| Week 3 | Cognitive Measurement Tools (written) |
| Week 4 | Cognitive Measurement Tools (oral) |
| Week 5 | Scale Development in Skills Testing |
| Week 6 | Pshycomotor Measurement Tools |
| Week 7 | Performance Measurement Tools |
| Week 8 | Midterm exam |
| Week 9 | Performance Measurement Tools |
| Week 10 | Defining competency levels in evaluation |
| Week 11 | Planning Measurement Practice |
| Week 12 | Feedback/Reflection/Debriefing |
| Week 13 | Critical Approach to Measurement Examples in Health Sciences |
| Week 14 | Critical Approach to Measurement Examples in Health Sciences |
| Week 15 | Preparation to Final Exam |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 3 | 40 |
| Presentation | 1 | 20 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 40 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 0 | 60 |
| Percentage of final exam contributing grade succes | 0 | 40 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 12 | 168 |
| Presentation / Seminar Preparation | 1 | 30 | 30 |
| Project | 0 | 0 | 0 |
| Homework assignment | 3 | 15 | 45 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 15 | 15 |
| Total Workload | 33 | 75 | 300 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Have the knowledge about undergraduate and graduate medical education and continuing professional development | X | ||||
| 2. Have the knowledge about the theories and approaches related to learning and instruction | X | ||||
| 3. Have the knowledge about the curriculum models and their characteristics in medical education | |||||
| 4. Have the knowledge about measurement and evaluation in medical education | X | ||||
| 5. Have the knowledge about the specific instructional methods in medical education | |||||
| 6. Be able to develop curriculum in medicine and health sciences | X | ||||
| 7. Be able to develop student evaluation tools in medicine and health sciences | X | ||||
| 8. Be able to conduct research in medicine and health sciences | X | ||||
| 9. Be able to use the current educational technologies in medicine and health sciences | X | ||||
| 10. Be able to solve the problems in medical education using high level cognitive processes | X | ||||
| 11. Be able to perform the duties and responsibilities as medical educationist regarding professional values and ethical principles | X | ||||
| 12. Be able to update the competencies based on lifelong learning principles for his individual and professional development | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest