Assessment methods in undergraduate medical education.

Abstract

Various assessment methods are available to assess clinical competence according to the model proposed by Miller. The choice of assessment method will depend on the purpose of its use: whether it is for summative purposes (promotion and certification), formative purposes (diagnosis, feedback and improvement) or both. Different characteristics of assessment tools are identified: validity, reliability, educational impact, feasibility and cost. Whatever the purpose, one assessment method will not assess all domains of competency, as each has its advantages and disadvantages; therefore a variety of assessment methods is required so that the shortcomings of one can be overcome by the advantages of another.