Characteristics and implications of the assessment systems for medical students at three U.S. medical schools

doi:10.3760/cma.j.cn115259-20240903-00917

Abstract

Abstract: Formulating an assessment system aligned with education objectives and curriculum systems is crucial for the reform and development of medical colleges. To investigate the academic assessment systems for medical students in U.S. colleges with integrated curriculum reform, text analysis is adopted to examine the student academic assessment systems in 3 typical medical colleges, namely Case Western Reserve University School of Medicine, Harvard Medical School, and David Geffen School of Medicine at UCLA. Results show that the three colleges designed assessment systems compatible with their integrated curricula: the assessment content emphasizes the progressive development of knowledge, skills; formative assessment plays a sustained role in promoting students′ learning; summative assessment determines students′ progression eligibility; and teachers′ observation and engagement with students are valued as key supports for students′ assessment. Drawing on the successful experience of these three colleges and China′s current integrated curriculum reform, medical colleges may innovate assessment methods, give full play to the sustained guiding and facilitating role of formative assessment in the learning process, and encourage the joint participation of teachers and students in assessment.

Key words: Clinical medicine, Undergraduate education, Competency, Academic evaluation, Integrated curriculum

CLC Number:

Li Jun, Su Zhaoyi, Xie Ana, You You. Characteristics and implications of the assessment systems for medical students at three U.S. medical schools[J]. Chinese Journal of Medical Education, 2026, 46(2): 151-155.

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