Evaluation Methods
Appraisal systems ;
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.
Applied evaluation in the first year ;
Through the first academic year students are exposed to core education program of Koç University. According the assesment is conducted by the regulations and decrees set by Koç University’s undergraduate and associate degree diploma’s board. The first year’s exams are held individualy and in case of failing one or more subjects, students hold the right of repeating and / or retaking the exam (s) for that subject (s).
Applied evaluation In the second and third years (pre clinical years) ;
The medical education’s second and third year’s programs are more theoriticaly based. Hence the evaluations emphasize on science. Evaluations have been devised by conjuring up Miller’s statement of “has perceived and is well informed about how to do it.” In addition starting from the third year students undertake projects aimed at public health. These projects are evaluated on the merits of accomplishment as well as stance. There are several elective subjects to choose from the elective block. The electives assessments styles are varied. They include, short response, practical, project work, assignment type evaluations. In the scond year’s program there are six system oriented blocks. At the end of each block multiple choice type assesments are conducted. Some other subject matters such as anatomy, histology ( microscopic anatomy ) are of the practical type. In the third year there are eight blocks. At the end of each block multiple test, assignments are designated furthermore at the completion of public health block there’s project evaluation. At the end of the second and third years final exams are conducted.
Evaluation through the clinical practice years;
In the 4th and the 5th year of Medical School of Koç University students are exposed to clinical training. Clinical years’ evaluation is comprised of two stages. The written stage examination is formed by closed – ended guestions. The practical ( clinical ) stage includes a structured oral part together with assesment of implementation of practical arrangements on stereotype patient (s) and / or appraisal of skills from several different divisions. From the start of each “block”, the block’s coordinator informs the students about the division (s) which they’ll be appraised from. Intention for such approach is to gauge students attitude and conduct as well.
Evaluation in the internship year:
6th year of our medical education is comprised of, three elective and seven core apprenticeship trainings. For each part of these training series, there exists a “Responsibilities” and “Obligations” “e-logbook” which has to be filled during the training. Through training they require to acquire their supervisors electronic approval for each and all steps taken.
By fullfiling the tasks which are on the “e-logbook”, students will get a pass mark in their internship. Unsuccessful students have to repeat the training. For selective training student should ask the supervisor for a report which will then be submitted to the Dean’s office. Submitioning of this report is students obligation.
Objective Structured Clinical Exams (OSCE) ;
“OSCE” consists of an oral exam, along with clinical and skills assessment. In oral exam, rather than academic cognizance, delibration is on aspects touching clinical training stage. These include details on discourse with patients, clinical conduct, attitude, and flair. The student is conferred with a “fictional” situation through computer and is asked to address the bearings.
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.