Assessment of Learning in Health Sciences Education: MLT Case Study

Autor/inn/en	Mugimu, Christopher Byalusaago; Mugisha, Wilson Rwandembo
Titel	Assessment of Learning in Health Sciences Education: MLT Case Study
Quelle	In: Journal of Curriculum and Teaching, 6 (2017) 1, S.21-34 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Health Sciences; Case Studies; Clinical Experience; Statistical Analysis; Qualitative Research; Focus Groups; Interviews; Questionnaires; Minimum Competency Testing; Job Skills; Curriculum Evaluation; Curriculum Design; Curriculum Implementation; School Support; Fidelity; Test Reliability; Test Validity; Behavioral Objectives; Higher Education; Foreign Countries; Formative Evaluation; Summative Evaluation; Peer Evaluation; Uganda + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Statistische Analyse; Qualitative Forschung; Interviewing; Interviewtechnik; Fragebogen; Produktive Fertigkeit; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Lehrplangestaltung; Schulförderverein; Testreliabilität; Testvalidität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland
Abstract	Assessment in health sciences education has become an extremely critical issue in recent years, given the rapidly changing disease patterns and behavioral changes in communities among diverse cultural and economic contexts of patients. Globally, there is increasing demand for highly qualified contemporary healthcare professionals. Subsequently, learner assessment regimes need to have the capacity to accurately evaluate the competences (i.e. attitudes, skills and know-how) acquired during the training of healthcare professionals. This paper provides an analysis of assessment of and for learning in health sciences education with a focus on clinical laboratory training at MLT in Uganda. This study utilized both quantitative and qualitative research designs. The program evaluation design principles were also utilized to measure the levels of compliance towards attainment of curriculum outcomes. The instruments used during data collection included checklists, questionnaires, in-depth interviews, and focus group discussions (FDGs). The findings of this study showed that learners were achieving the intended curriculum objectives progressively. The assessment tools used were prepared through a rigorous process to ensure that the basic principles of assessment are identified and integrated during curriculum design and implementation. Results of the study also showed that adequate institutional administrative support available enhanced the teaching and learning processes and ensured that appropriate curriculum assessment schedules and strategies were strictly followed as stated in the elements of the curriculum structures. This contributed meaningfully in preparing competent contemporary healthcare professionals (clinical laboratory technicians). It was recommended that all healthcare professional training institutions should take the use of authentic assessment of and for learning very seriously. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/jct
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01