Focusing on two main factors of “reliability” and “transparency” in assesment’s mechanism, we designed our examination process in such way that it also serves as a learning apparatus. Multiple up to date techniques and equipment are used in the design and application of our evaluation and appraisal scheme.
In relation to years and echelons, our medical faculty’s methods of evaluation and assesment has been widely recognized.
Moreover, at the begining of each academic year “communication and education” panel, sub-committee of
Evaluation and Assesment Committee (SOMAC) issues a comprehensive announcement about assessments and their methods of evaluation that are going to be applied during that academic year.
The educational discipline in Koç University Medical School is divided into six blocks. To graduate students are required to complete the educational blocks consecutively.
Medical school’s educational system is constructed based on “Miller’s pyramid”s statement. It states “expert knows what to do, demonstrates, performs”, accomplishes depending on his / her form, conqures evaliuations progressively by means of cognizance, ability, and manner.
Exam dates and times are discolsed at the start of the academic year together with academic timetable.
There are two examiners in each examination chamber and they direct questions to the student in a period of twenty minutes.
In each examination chamber there are two members of the faculty acting as examiners. They direct wuestion to the student for twenty minutes. One of the examiners asks questions while showing pictures on an OMP ( Over Hed Projector ). The other examiner notes down the comunication and such details as; the granted response, the demonstrated manner and attitude. After ten minutes an interval is given. On return examiners change roles and get on with the exam for another ten minutes.
The very same questions are asked from all the students. Questions and expected answers ( either right or wrong ) are recorded on a document called “blueprint” for each individual students. After the competion of twenty minutes duration of the oral exam and before the next student enters the examination chamber, the examiner assess and mark the blueprint.
To serve the educational aim the “fictional” situation question in the oral exam which was discussed previously is considered as the topic of an interactive session following the oral exam. Furthermore the question’s objectivity and validity for “OSCE” exam is analyzed.
“OSCE” are planned as educational mechanisms. A script with teaching, drilling, and cultivation aims in mind is prepared by the faculty members. A stereotype patient ( generaly an English speaker, mostly a native speaker ) is assigned the patients’s role. After studying the clinical script and the duty expected, he visits the stereotype patient in his room / bedside and tries to diagnose and treat the patient’s ailment within a designated time limit.
The “blueprint” appraisal system, discussed earlier and is used in evaluation of oral exam is also valid for the “OSCE”. The assessment is conducted by faculty members who are observing the student through a camera from another room. In OSCEs, students can be monitored performing therapies and techniques on effigies and dummies in such common ailments as stomach – pain or expected demonstrable specific basic practice such as sature, establishing vascular access, getting blood samples and soon on models.