Medical education should foster professionals with knowledge and skills, professional attitudes, and social responsibilities. Undergraduate and postgraduate education and continuing professional development as specialist each have unique possibilities and responsibilities. The use of varied assessment […]
Introduction The Objective Structured Clinical Examination (OSCE) is an assessment format developed by Harden to evaluate the clinical competencies of medical students. Our university has been using this assessment in dentistry for the past 8 years, […]
Introduction/objectives Artificial intelligence (AI) holds indisputable potential in solving global challenges faced in healthcare provision, resulting in its ever-increasing utilization in various medical fields. This review aims to present a thorough evaluation of the advantages, […]
Background Medical professionalism is an essential characteristic of excellent physicians and in most need of training. It should involve areas not included in traditional frameworks, such as physicians’ self-care and social accountability. This study aims […]
Introduction Competency-based medical education (CBME) faces assessment challenges, necessitating tools to collect evidence across various domains and levels. Portfolios, a learner-driven collection of evidence enriched through reflective practices, have emerged as a solution. Despite their […]
Medical education’s teaching and learning process evolves. This requires a change in instruction and assessment. An assessment’s validity is threatened by poorly aligned tests or those with irrelevant variance. A well-designed test blueprint bridges gaps […]
Introduction The test blueprint bridges the teaching, learning, and assessment processes. It describes what to measure in which learning domain and at what competency level. We used Rasch analysis to compare the test results and […]
Introduction The COVID-19 pandemic had a huge impact on dental education and assessment. This study focuses on the changes made to the delivery of teaching, assessment, and clinical competence of the final year students enrolled […]
Introduction Assessment takes a fundamental role in medical education. In Portugal, the main assessment method used is multiple-choice questions (MCQ). The virtual interactive patients (VIP) as an assessment method can be indicated for the development […]