ASSESSMENT DRIVEN INTEGRATED LEARNING (ADIL): ASSESSMENT DIRECTED MEDICAL EDUCATION (ADME) CURRICULUM
Abstract
Assessment has been shown to drive learning. For assessment to drive learning in the right direction,it needs to fulfil certain criteria including reliability, validity, educational impact, feasibility,acceptability to stakeholders, cost-effectiveness etc. Assessment has the greatest effect as a drivingforce in learning if it is authentic, context relevant and samples widely. In this paper, we present anew curriculum design and a model for experiential learning through assessment. We call itAssessment Directed Medical Education (ADME) Curriculum using Assessment Driven IntegratedLearning (ADIL). In this model, we propose a cent percent rightest shift in the curriculum design andlearning strategy by using assessment as the sole tool to a self-directed learning process throughsupervised simulated and real-patient encounters testing competencies in cognitive, psychomotor andaffective domains in an integrated approach utilising key resources for active learning. It is presumedthat, this will, in the long term improve health care delivery by producing competent healthcareprofessionals that have learned through direct student-‘patient’ encounters from day one of theirmedical education and are competent in making professional judgments, exhibit appropriate skillsand behaviours.Keywords: Assessment, Learning technique, CME, Curriculum, Evaluation, Competency basedReferences
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