Assessment in Medical Education during and after COVID-19
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (20 June 2023) | Viewed by 308
Special Issue Editor
Interests: assessment; cognitive processes; mixed methods; medical education; simulation
Special Issue Information
Dear Colleagues,
Assessment is integral to the learning process. When used effectively, it can inform learning, encourage metacognitive thinking, and provide an evaluative judgment identifying the extent to which learners met specific learning objectives. There has been a significant shift in assessment over the last decade in the field of medical education. This shift includes more emphasis on formative assessment and greater involvement of learners in assessment processes. Multiple factors have impacted assessment processes, including the transition to a competency-based model and, more recently, the COVID-19 pandemic. While the pandemic has been disruptive in more ways than one, several innovations have emerged as a result.
This Special Issue provides an opportunity for medical education scholars to learn about innovations and advances specific to assessment during the COVID-19 pandemic. We welcome original research and scholarly reviews. Topics may include (but are not limited to) the following:
- Exploring tensions between assessments used for multiple purposes;
- Learner involvement in assessment processes;
- Collecting validity evidence for new assessment tools;
- Gaps in programs of assessment;
- Novel assessment approaches piloted or designed during the COVID-19 pandemic.
I look forward to receiving your contributions.
Dr. Heather Braund
Guest Editor
Manuscript Submission Information
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Keywords
- assessment
- formative assessment
- medical education
- pandemic
- summative assessment
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