Evaluation Methods

Assessment methods ;

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.
Measurement and Evaluation 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).
Measurement and Evaluation Methods in the Second and Third Years (Preclinical Period)

Different evaluation methods are used in the second and third years.

 

Since the training program in the second and third years is theoretically oriented, evaluations prioritize the “knows and knows how to do” stages to measure knowledge. Regarding the systems, there are 6 blocks in the second year and 8 blocks in the third year, and at the end of each block, a multiple-choice exam is administered, and in the second year, anatomy and histology practical exams are administered.

 

Testing and an objective structured clinical examination (OSCE) are administered in successive ethics and professionalism blocks in the second and third year.

 

In the research methodology in health sciences (RMHS) block in the third year, our students carry out projects and these projects are evaluated in terms of skills and attitude.

 

In the public health block in the third year, our students are evaluated with multiple choice exams, homework, and field studies.

Measurement and EvaluationMethods in Clinical Years

In the fourth and fifth years of Koç University Faculty of Medicine students’ clinical training, a two-stage examination system, including written and clinical examination, is applied to evaluate the students. Written exams consist of multiple-choice questions. The Clinical Exam, on the other hand, consists of different stations such as a structured oral exam, a practical application exam using a standardized patient and/or skill measurement. At the beginning of each block, the block coordinator informs the students which stations the clinical exam will consist of. The aim is to measure students’ attitudes, behaviors, and skills as well as their knowledge.

In the oral exam, it includes questions that cover issues related to the past internship period, approach to the patient, clinical behavior-attitude-skills rather than didactic information, and are conveyed to the student by the faculty members during the presentation of fictional cases in the computer environment.

 

There are two faculty members in each oral exam room and questions are asked to the student during a 20-minute period. One of the faculty members is responsible for transferring the questions to the student while the slide presentation progresses, while the other keeps a record of the communication (especially the answers given, the attitude exhibited) between the student and the faculty member asking the questions. When the ten-minute first half ends, tasks are changed between faculty members.

In the oral exam, all students are asked the same questions. The questions and the possible answers (correct and incorrect) expected to be given by the student are recorded in a document called “blueprint”, which is processed specifically for each student by the faculty member who keeps the record. When the 20-minute period is over, the student leaves the room and before the other student enters the room, the faculty members score based on the records recorded in the “blueprint” document.

 

Following the oral examination, in addition to the case-based interactive sessions mentioned above, an evaluation is carried out, referred to as an objective structured clinical examination (OSCE), in which a specific clinical skill is tested and based on learning objectives.

In “OSCE”s scenarios are usually processed in which standardized patients (people who are specially trained for the exam, who speak English well (mostly native speakers) and who play the role of “patient”) are arranged by faculty members in accordance with the learning objectives. After reading the document containing preliminary information about the clinical scenario, the student enters the room where the standardized patient is located and tries to find solutions to the problems reported to him/her by the standardized patient within a certain period. The “blueprint” order in the oral exam is also valid for “OSCE” and the necessary scoring is done by faculty members who watch the camera recording images of the student-standardized patient relationship from a different room. In OSCEs, what is expected to be done in common clinical situations such as the approach to abdominal pain can be tested, as well as how a specific and basic action (stitching, opening a vascular access, obtaining a blood sample, etc.) is performed by the student on the model/model can also be observed.

Measurement and Evaluation Methods during 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.