Preserving Cornerstones of Student's Assessment in Medical Education During COVID-19

Frontiers in Psychology

article

Pedro Tadao Hamamoto Filho¹  Angélica Maria Bicudo²  Dario Cecilio-Fernandes³ 

[1] Department of Neurology, Universidade Estadual Paulista (UNESP);Department of Pediatrics, University of Campinas (UNICAMP);Department of Medical Psychology and Psychiatry, University of Campinas (UNICAMP)

关键词: assessment and education;    COVID-19;    remote (distant) education;    medical education;    evaluation;   

DOI  :  10.3389/fpsyg.2021.591152

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Since the outbreak of the pandemic caused by COVID-19, there was a significant disruption inour day-to-day life. To control the spread of COVID-19, several measures were taken, includingsocial distancing and isolation. All educational systems were seriously compromised, and medicaleducation, in particular, was heavily hit by those measurements, leading to the challenge ofredesigning the current form of teaching. Worldwide, there was a trend of moving all the learningand teaching activities to online. The transition from face-to-face to online activities was not aneasy task, especially for low- and middle-income countries (Cecilio-Fernandes et al., 2020). Overall,the transition focuses on the knowledge part of the curriculum and a few medical skills, which werepredominantly skills that required non-motor skills, such as communication and clinical reasoning.Although an essential part of the medical curriculum is work-based learning, there is still a needto assess students, as we come to the end of the semester. In this perspective paper, we highlightdifferent methods of assessment and how we make a sound decision about students’ progression.

【 授权许可】

CC BY