Assessment and evaluation in medical education

Abstract

Previous discussion has focused upon the educational process, specifically, the basis for “good” medical education, the methods of learning and teaching used and the relationship between undergraduate, postgraduate and life-long learning; continuing professional development. All these would appear to be, in the first instance, linear processes, with a beginning that commences with a specific teaching and learning activity and an end, often an end-point examination, hopefully testing how much we remember, apply and use.