Measuring Medical Education [antikvár]

Preface This second edition of Measuring Medical Education results from the extensive changes that have taken place in the policies and procedures of the National Board of Medical Examiners since the first edition appeared in 1971. Whether under its own responsibility or in cooperation with other agencies, the Board's services have greatly expanded as it creates, scores, analyzes and reports objective examinations. The results of those examinations provide valid and reliable measurements of the knowledge and clinical competence of medical students, physicians in training and physicians in practice. The measurements of individuals, who are the product of the educational system, may be analyzed and studied collectively for classes of students and groups of physicians at varying points of development, thereby yielding objective assessments of the effectiveness of the educational system. Evaluation of the product thus provides evaluation of the process. We do not wish to imply that objective measurements obtained by examinations are necessarily the most appropriate or best method of evaluating medical students or medical education. The continuous assessment of individual students by their own faculties has advantages that cannot be superseded by formal, sporadic extramural examinations, no matter how good the latter may be. At the institutional level, formal accreditation of medical schools has long been well established as a function of the Association of American Medical Colleges and the American Medical Association through a joint Liaison Committee on Medical Education, representatives of which periodically conduct on-site surveys, studies of educational facilities and face-to-face interviews with faculty and students.