FMSU Medical Curriculum & how it Influenced Modern Educational System (Term Paper Sample)

Proposal: FMSU Medical Curriculum
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Proposal: FMSU Medical Curriculum
Introduction
Education stakeholders have recognized the significance of assessment quality on learner outcomes. Stakeholders such as the European Commission have adopted assessment programs to enhance the quality of assessment in various learning institutions such as medical schools. There are various strategies for evaluating assessment quality. The quality of an assessment is directly linked to the technique that has been adopted to evaluate the particular assessment. This proposal presents a comprehensive examination of the Competency-based assessment program and how it affects assessment quality within the FMSU curriculum. The proposal focuses on how failure to implement the competency-based assessment program has been a gap in the literature regarding assessment quality. Baartman et al. (2007) study posits that the integration of knowledge, skills and attitudes forms the basis of a competency-based assessment program in learning institutions.
Problem Description
Over the years, assessment quality has become a central issue among learning organizations. The FSMU curriculum has in the recent years faced the challenge of maintaining assessment quality. Education stakeholders have been at the forefront of embracing various assessment criteria to boost student’s outcomes (Mak & Wong, 2018). For instance, medical learning institutions have adopted strategies to implement new assessment programs to improve assessment quality. Since assessment quality directly impacts student's outcomes, stakeholders have created an enabling environment characterized by innovation and creativity.
Theoretical Framework
One of the most important theoretical models that can be used to examine assessment quality and programs is the competency-based program. According to Baartman et al. (2007), education stakeholders should create a sustainable learning environment characterized by integrating knowledge, skills and attitudes (KSA). Combining these three crucial elements plays a great role in reforming the assessment program (Stockman et al., 2019). In essence, the model is focused on ensuring that medical educators gain full competency within the field. The theory explores the significance of integrating attitudes, skills and knowledge to achieve maximum competency. Despite its consistency, the existing standard-setting process of pass-fail can be seen as strict and unfair. The OSCE end-of-year exams require students to pass four out of the five stations (Chambers, 1992). As a result, a test taker can fail the exam just once. Exams in years four and five are used to evaluate students' knowledge acquisition and benchmark reasons in the national examinations. Although modified assessment pass-fail standard method and Mini-Clinical Evaluation Exercise and Objective Individual Examination assessment methods are used, it is important to recognize that computer-simulated tasks based on year four curriculum can save time and improve the methodology through which exams and assessments are administered.
Year four students' ability to progress and learn in the medical field heavily depends on their ability to pass an assessment program. Assessing students' progress is crucial, but it's also critical because students might get so focused on passing tests that they lose sight of their ultimate goal of becoming medical professionals. According to the findings of this study, students could benefit from more time to focus on their future careers as doctors by employing Mini-Clinical Evaluation Exercises and Objective Structured Clinical Examinations (Yudkowsky et al., 2015). Assessors have the opportunity to evaluate students and help them develop in their weakest areas while also enhancing their mastery abilities in areas where they perform best through the use of the two assessment methodologies. The Modified Pass-Fail Standard is suggested in the study to determine whether or not students can move on to the fifth year. Students are graded according to how difficult the test is to navigate. It will be determined by professionals who score the exam based on how technical the questions were, eliminating a predetermined pass-fail criterion that sometimes fails to account for other criteria, resulting in a bias in student evaluation.
Mastery learning in clinical practice occurs in Year 4 and continues through Years 5 and 6. Therefore, it is necessary to reconsider how children in grades four, five, and six are evaluated to improve their ability to perform practical tasks. For example, CATs are still important, but rethinking how they are given and the time interval cannot be disregarded. For pupils to achieve mastery learning, it is necessary to rethink the old item-based and examinee-based approaches (Baartman et al., 2007). Mastery assessments are difficult to quantify because typical psychometrics indices fail to address their important measurement features. At the end of each lesson, CAT assessments evaluate students' theoretical abilities. From the beginning of the school year through its end, students are expected to practice this.
Research Questions
1 What is the impact of assessment programs on assessment quality?
2 Which are the most effective assessment quality criteria?
Research Design
The proposal will use mixed methods research to investigate the ideal quality assessment model within the FSMU curriculum. The researcher will select a sample of the learners under the FSMU curriculum to determine the impact of assessment programs on assessment quality. On the other hand, overwhelming pupils with homework can cause them to lose focus and score poorly on subsequent tests. It is necessary to alter the assessment process to meet the program's three goals. There is a chance that the program will be accurate and fair, and attainable. The school wants its students to do well on national exams, but they don't have enough time to prepare because of the amount of work they have to do.
Planning and Resources
The students will undertake the research using a $ 25,000 provided by the school administration. The research will be conducted with the assistance of the tutors. The learners will interview the subjects regarding assessment programs. The findings will be communicated through email and face-to-face presentation. Improved performance on national exams and a higher pass rate for FMSU year four students necessitate a thorough evaluation of the current assessment program before it can be put into effect. The evaluation should result in a SOTA assessment program that includes NAA and the director's objectives (Norcini, 2005). According to European Commission regulations for medical devices, a state-of-the-art (SOTA) refers to a developed stage of current technological prowess and accepted practice that relates to processes and products, as well as patient management, based on scientific concept, technology, and experience (Lefroy et al., 2011). This means that a cutting-edge assessment program should be built on the latest scientific findings and research, with the primary goal of boosting student achievement and the learning process itself.
Problem-based learning is outlined in the FMSU curriculum for medical students. This hands-on experience is essential in preparing students for what they will face as practising physicians. As a result, students in year four are expected to put theory into practice by interacting with real patients in the classroom. The purpose of clerkships is to assess students' ability to apply theoretical knowledge in a clinical setting and to solve clinical analytical problems. According to Dunn & Mulvenon (2009), collaborative learning is an important part of students' education. Group sessions ranging from 10 to twelve pupils are intended for this to occur. Students' educational experiences have been transformed in large part as a result of these guiding concepts. According to NAA's research, however, the FMSU curriculum has not yet tapped into pupils' full potential. Students in year four are given assignments because problem-based learning does not address the issue of professional competence. There is an OSCE, which is held once a year, and a national test that students take twice a year and the final exam. Students' theoretical knowledge, which is the foundation for their clinical practice, will undoubtedly increase if they are required to complete assignments more frequently. According to Chambers (1992), effective study and learning predicate students having a manageable burden, which he defined as their assignments. According to Bilgin (2017) and his colleagues, the academic workload significantly impacts students' performance on tests. As a result, even though Bilgin's study focused on employment learning, the research sample she employed allows her findings to be applied to any type of classroom.
Formative assessments are critical in helping students retain what they've learned. Formative assessment in the classroom can take numerous forms, from informal observations to formal examinations like CATs, worksheets, pop quizzes, and other types of tasks (Yousuf et al., 2015). The insufficiency of formative evaluations in increasing knowledge among medical graduates is becoming apparent, even though they enhance pedagogical methods and instructional outcomes. Teachers' inability to agree on a language of methodological methods limits the likelihood of encouraging the good impacts of formative assessment. Another way that FMSU medical students are evaluated is by using portfolios (Bilgin et al., 2017). But when students don't t...