Research Article
Year 2025,
Volume: 2 Issue: 1, 13 - 21, 28.04.2025
Abstract
References
- Redwood-Campbell L, Pakes B, Rouleau K, et al. Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches. BMC Med Educ. 2011;11:46. doi:10.1186/1472-6920-11-46
- Taber S, Akdemir N, Gorman L, van Zanten M, Frank JR. A "fit for purpose" framework for medical education accreditation system design. BMC Med Educ. 2020;20(Suppl 1):306. doi:10.1186/s12909-020-02122-4
- Frank JR, Taber S, van Zanten M, Scheele F, Blouin D; International Health Professions Accreditation Outcomes Consortium. The role of accreditation in 21st century health professions education: report of an International Consensus Group. BMC Med Educ. 2020;20(Suppl 1):305. doi:10.1186/s12909-020-02121-5
- Hauer KE, Park YS, Bullock JL, Tekian A. "My Assessments Are Biased!" Measurement and sociocultural approaches to achieve fairness in assessment in medical education. Acad Med. 2023;98(8S):S16-S27. doi:10.1097/ACM.0000000000005245
- National Core Curriculum (UÇEP). 2020. Available from: https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdekegitimi-programlari/mezuniyet-oncesi-tipegitimi-cekirdek-egitimi-programi.pdf. Accessed January 24, 2025.
- Lockyer J, Carraccio C, Chan MK, et al. Core principles of assessment in competency-based medical education. Med Teach. 2017;39(6):609-616. doi:10.1080/0142159X.2017.1315082
- Quintero GA. Medical education and the healthcare system - why does the curriculum need to be reformed?. BMC Med. 2014;12:213. doi:10.1186/s12916-014-0213-3
- Harden RM. The integration ladder: a tool for curriculum planning and evaluation. Med Educ. 2000;34(7):551-557. doi:10.1046/j.1365-2923.2000.00697.x
- Bowen GA. Document analysis as a qualitative research method. Qual Res J. 2009;9(2): 27-40.
- Karadeniz Technical University University Faculty of Medicine. Self-evaluation report. 2024. Available from: https://www.ktu.edu.tr/dosyalar/med_8W7iq.pdf
- Lucey CR, Hauer KE, Boatright D, Fernandez A. Medical education's wicked problem: achieving equity in assessment for medical learners. Acad Med. 2020;95(12S):S98-S108. doi:10.1097/ACM.0000000000003717
- Tavakol M, Dennick R. The foundations of measurement and assessment in medical education. Med Teach. 2017;39(10):1010-1015. doi:10.1080/0142159X.2017.1359521
- Lee GB, Chiu AM. Assessment and feedback methods in competency-based medical education. Ann Allergy Asthma Immunol. 2022;128(3):256-262. doi:10.1016/j.anai.2021.12.010
- Dawson SD, Miller T, Goddard SF, Miller LM. Impact of outcome-based assessment on student learning and faculty instructional practices. J Vet Med Educ. 2013;40(2):128-138. doi:10.3138/jvme.1112-100R
- Lakhtakia R, Otaki F, Alsuwaidi L, Zary N. Assessment as learning in medical education: feasibility and perceived impact of student-generated formative assessments. JMIR Med Educ. 2022;8(3):e35820. doi:10.2196/35820
- Beltran CP, Wilhite JA, Gonzalez CM, et al. Requested a Different Doctor: Developing and Evaluating an OSCE Assessing Core Skills in Supporting Trainees Facing Patient Discrimination. J Gen Intern Med. 2025;40(1):207-212. doi:10.1007/s11606-024-09021-0
- Ba H, Zhang L, He X, Li S. Knowledge Mapping and Global Trends in the Field of the Objective Structured Clinical Examination: Bibliometric and Visual Analysis (2004-2023). JMIR Med Educ. 2024;10:e57772. Published 2024 Sep 30. doi:10.2196/57772
- Foy JP, Serresse L, Decavèle M, et al. Clues for improvement of research in objective structured clinical examination. Med Educ Online. 2024;29(1):2370617. doi:10.1080/10872981.2024.2370617
- Abuzied AIH, Nabag WOM. Structured viva validity, reliability, and acceptability as an assessment tool in health professions education: a systematic review and meta-analysis. BMC Med Educ. 2023;23(1):531. Published 2023 Jul 25. doi:10.1186/s12909-023-04524-6
- Pearce J, Edwards D, Fraillon J, Coates H, Canny BJ, Wilkinson D. The rationale for and use of assessment frameworks: improving assessment and reporting quality in medical education. Perspect Med Educ. 2015;4(3):110-118. doi:10.1007/s40037-015-0182-z
- Mukurunge E, Nyoni CN, Hugo L. Context of assessment in competency-based nursing education: Semi-structured interviews in nursing education institutions in a low-income country. Nurse Educ Today. 2025;146:106529. doi:10.1016/j.nedt.2024.106529
- Ladhani Z, Scherpbier AJ, Stevens FC. Competencies for undergraduate community-based education for the health professions--a systematic review. Med Teach. 2012;34(9):733-743. doi:10.3109/0142159X.2012.700742
- Alharbi NS. Evaluating competency-based medical education: a systematized review of current practices. BMC Med Educ. 2024;24(1):612. Published 2024 Jun 3. doi:10.1186/s12909-024-05609-6
- Skochelak SE, Lomis KD, Andrews JS, Hammoud MM, Mejicano GC, Byerley J. Realizing the vision of the Lancet Commission on Education of Health Professionals for the 21st Century: Transforming medical education through the Accelerating Change in Medical Education Consortium. Med Teach. 2021;43(sup2):S1-S6. doi:10.1080/0142159X.2021.1935833
Year 2025,
Volume: 2 Issue: 1, 13 - 21, 28.04.2025
Abstract
Objective: To evaluate the effects of an innovative assessment framework for clinical clerkships aligned with the national core curriculum, aiming to enhance student-centered learning, interdisciplinary collaboration, and structured assessment practices.
Methods: This study employs a qualitative document analysis educational research design, focusing on the evaluation of an innovative assessment framework for clinical clerkships. A structured assessment framework was designed and implemented in all clinical clerkships at the Karadeniz Technical University, Faculty of Medicine. The framework integrated multiple assessment methods—structured oral exams, workplace-based assessments, and learner-centered activities—ensuring their alignment with curriculum objectives derived from the national core curriculum.
Results: The implementation of the framework resulted in a significant increase in the diversity of assessment methods between the 2020–2021 and 2023–2024 academic years. Previously, assessment relied heavily on multiple-choice exams. However, after implementation, structured oral exams, OSCEs, reflective writing, and workplace-based evaluations were widely incorporated. The integration of these methods improved the alignment of assessments with learning objectives and enhanced interdisciplinary collaboration in clinical education.
Conclusion: This study highlights the successful adoption of an assessment framework that aligns with the national core curriculum while promoting structured and competency-based evaluation. The findings support the literature on the benefits of structured assessment tools in medical education. The framework serves as a model for medical schools aiming to improve their accreditation readiness and enhance student-centered learning. Future research should explore the long-term impact of this model on student competency and adaptability in various institutional settings.
Ethical Statement
This study was conducted using publicly available and accessible data obtained from institution’s website. Since no personal, sensitive, or identifiable information was collected, and no interaction with human subjects took place, ethical approval was not required.
References
- Redwood-Campbell L, Pakes B, Rouleau K, et al. Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches. BMC Med Educ. 2011;11:46. doi:10.1186/1472-6920-11-46
- Taber S, Akdemir N, Gorman L, van Zanten M, Frank JR. A "fit for purpose" framework for medical education accreditation system design. BMC Med Educ. 2020;20(Suppl 1):306. doi:10.1186/s12909-020-02122-4
- Frank JR, Taber S, van Zanten M, Scheele F, Blouin D; International Health Professions Accreditation Outcomes Consortium. The role of accreditation in 21st century health professions education: report of an International Consensus Group. BMC Med Educ. 2020;20(Suppl 1):305. doi:10.1186/s12909-020-02121-5
- Hauer KE, Park YS, Bullock JL, Tekian A. "My Assessments Are Biased!" Measurement and sociocultural approaches to achieve fairness in assessment in medical education. Acad Med. 2023;98(8S):S16-S27. doi:10.1097/ACM.0000000000005245
- National Core Curriculum (UÇEP). 2020. Available from: https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdekegitimi-programlari/mezuniyet-oncesi-tipegitimi-cekirdek-egitimi-programi.pdf. Accessed January 24, 2025.
- Lockyer J, Carraccio C, Chan MK, et al. Core principles of assessment in competency-based medical education. Med Teach. 2017;39(6):609-616. doi:10.1080/0142159X.2017.1315082
- Quintero GA. Medical education and the healthcare system - why does the curriculum need to be reformed?. BMC Med. 2014;12:213. doi:10.1186/s12916-014-0213-3
- Harden RM. The integration ladder: a tool for curriculum planning and evaluation. Med Educ. 2000;34(7):551-557. doi:10.1046/j.1365-2923.2000.00697.x
- Bowen GA. Document analysis as a qualitative research method. Qual Res J. 2009;9(2): 27-40.
- Karadeniz Technical University University Faculty of Medicine. Self-evaluation report. 2024. Available from: https://www.ktu.edu.tr/dosyalar/med_8W7iq.pdf
- Lucey CR, Hauer KE, Boatright D, Fernandez A. Medical education's wicked problem: achieving equity in assessment for medical learners. Acad Med. 2020;95(12S):S98-S108. doi:10.1097/ACM.0000000000003717
- Tavakol M, Dennick R. The foundations of measurement and assessment in medical education. Med Teach. 2017;39(10):1010-1015. doi:10.1080/0142159X.2017.1359521
- Lee GB, Chiu AM. Assessment and feedback methods in competency-based medical education. Ann Allergy Asthma Immunol. 2022;128(3):256-262. doi:10.1016/j.anai.2021.12.010
- Dawson SD, Miller T, Goddard SF, Miller LM. Impact of outcome-based assessment on student learning and faculty instructional practices. J Vet Med Educ. 2013;40(2):128-138. doi:10.3138/jvme.1112-100R
- Lakhtakia R, Otaki F, Alsuwaidi L, Zary N. Assessment as learning in medical education: feasibility and perceived impact of student-generated formative assessments. JMIR Med Educ. 2022;8(3):e35820. doi:10.2196/35820
- Beltran CP, Wilhite JA, Gonzalez CM, et al. Requested a Different Doctor: Developing and Evaluating an OSCE Assessing Core Skills in Supporting Trainees Facing Patient Discrimination. J Gen Intern Med. 2025;40(1):207-212. doi:10.1007/s11606-024-09021-0
- Ba H, Zhang L, He X, Li S. Knowledge Mapping and Global Trends in the Field of the Objective Structured Clinical Examination: Bibliometric and Visual Analysis (2004-2023). JMIR Med Educ. 2024;10:e57772. Published 2024 Sep 30. doi:10.2196/57772
- Foy JP, Serresse L, Decavèle M, et al. Clues for improvement of research in objective structured clinical examination. Med Educ Online. 2024;29(1):2370617. doi:10.1080/10872981.2024.2370617
- Abuzied AIH, Nabag WOM. Structured viva validity, reliability, and acceptability as an assessment tool in health professions education: a systematic review and meta-analysis. BMC Med Educ. 2023;23(1):531. Published 2023 Jul 25. doi:10.1186/s12909-023-04524-6
- Pearce J, Edwards D, Fraillon J, Coates H, Canny BJ, Wilkinson D. The rationale for and use of assessment frameworks: improving assessment and reporting quality in medical education. Perspect Med Educ. 2015;4(3):110-118. doi:10.1007/s40037-015-0182-z
- Mukurunge E, Nyoni CN, Hugo L. Context of assessment in competency-based nursing education: Semi-structured interviews in nursing education institutions in a low-income country. Nurse Educ Today. 2025;146:106529. doi:10.1016/j.nedt.2024.106529
- Ladhani Z, Scherpbier AJ, Stevens FC. Competencies for undergraduate community-based education for the health professions--a systematic review. Med Teach. 2012;34(9):733-743. doi:10.3109/0142159X.2012.700742
- Alharbi NS. Evaluating competency-based medical education: a systematized review of current practices. BMC Med Educ. 2024;24(1):612. Published 2024 Jun 3. doi:10.1186/s12909-024-05609-6
- Skochelak SE, Lomis KD, Andrews JS, Hammoud MM, Mejicano GC, Byerley J. Realizing the vision of the Lancet Commission on Education of Health Professionals for the 21st Century: Transforming medical education through the Accelerating Change in Medical Education Consortium. Med Teach. 2021;43(sup2):S1-S6. doi:10.1080/0142159X.2021.1935833
There are 24 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Medical Education |
| Journal Section | Research Article |
| Authors | |
| Publication Date | April 28, 2025 |
| Submission Date | February 16, 2025 |
| Acceptance Date | April 9, 2025 |
| Published in Issue | Year 2025 Volume: 2 Issue: 1 |
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