Assessment in basic science instruction: directions for practice and research

Abstract

In this essay, we discuss assessment of students' understanding of the basic biomedical sciences during the basic science component of medical education. Because we strongly believe that assessment should follow from and be congruent with course and curricular goals, the first section discusses recent trends in basic science education: where it's been and where it appears to be headed. The second section discusses considerations in the design of an assessment system that reflects curricular goals and encourages students to achieve them; it also identifies some research issues that we think merit attention. In the last section, we outline some of the special assessment issues and problems that arise in the context of problem-based learning (PBL) and discuss the merits of some of these novel assessment approaches, as well as the use of more traditional methods in PBL curricula.