The new assessment model, called programmatic assessment, aligns with the Foundations Curriculum’s approach to learning and shifts the emphasis from assessment of learning to assessment for learning. It takes a holistic approach to assessment that focuses on identifying each student’s proficiency across diverse professional competencies and the identified learning outcomes throughout the Foundations Curriculum. This new evidence-informed assessment framework provides us with a complete picture of a students performance over time – not just a snap shot in time. It involves more frequent lower-stakes assessments, to ensure we are providing students with quality feedback to promote individualized student learning and to better identify and support students in difficulty.
This primer is designed for Longitudinal Integrated Clerkship (LInC) Preceptors to provide some helpful strategies for working with, supporting and giving feedback to students in the LInC program.
The following Indigenous health video provides an introduction to the meaning and importance of cultural safety, and outlines major issues in Indigenous history that teachers need to be aware of as well as priority health concerns for Indigenous patients.
The following LGBTQ health video provides an introduction to some of the terminology around LGBTQ health, touches on historical milestones in the LGBTQ community as well as major health issues for people who identify as LGBTQ, and summarizes assumptions that should be avoided as well as issues one should be mindful of when interacting with students and patients from the LGBTQ community.
This document is meant to guide you to create well-constructed MCQs for the assessment of medical students in the Foundations and Clerkship Curriculum. It takes you through a series of steps that help you to conceptualize a question, create it in a well-constructed fashion, and confirm that the pitfalls common to item generation have been avoided.