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.
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
.
DOI: 10.3760/cma.j.cn115259-20240903-00917
[1] Sylvia H, de Jong Lubberta H, Dawson Luke J, et al. Ottawa 2020 consensus statement for programmatic assessment-1. agreement on the principles[J]. Med Teach, 2021,43(10):1139-1148. DOI: 10.1080/0142159X.2021.1957088.
[2] Norcini J, Anderson MB, Bollela V, et al. 2018 consensus framework for good assessment[J]. Med Teach, 2018,40(11):1102-1109. DOI: 10.1080/0142159X.2018.1500016.
[3] John N, Brownell A, Valdes B, et al. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 conference[J]. Med Teach, 2011,33(3):206-214. DOI: 10.3109/0142159X.2011.551559.
[4] Cooles PE, Harrigan-Vital M, Laville A. Student performance and grading changes in a systems-based curriculum[J]. Med Educ Online, 2014,19:23165. DOI: 10.3402/meo.v19.23165.
[5] 周鑫, 陶明, 崔龙, 等. 器官系统整合课程教学模式在八年制临床医学专业学生消化系统临床见习中的应用[J]. 中华医学教育杂志,2022,42(9):769-773. DOI: 10.3760/cma.j.cn115259-20220112-00048.
[6] 鲁曼, 王景超, 袁丽佳, 等. 哈佛大学医学院与北京大学医学部医学整合课程的比较与分析[J]. 中华医学教育杂志,2024,44(11):876-880. DOI: 10.3760/cma.j.cn115259-20231225-00621.
[7] 王清清, 吴婷婷, 郑绿珍, 等. 器官系统整合课程在临床医学专业本科生中的教学效果分析[J]. 中国继续医学教育,2023,15(9):149-152. DOI: 10.3969/j.issn.1674-9308.2023.09.033
[8] 吉金山, 王莉, 王璐, 等. 器官-系统整合课程在我国临床医学本科生中教学效果的Meta分析[J]. 延安大学学报(医学科学版),2020,18(1):106-110. DOI: 10.3969/j.issn.1672-2639.2020.01.028.
[9] 魏璐, 沈理, 高艳虹. 器官系统整合课程在临床医学专业本科生中的教学效果分析[J]. 中华医学教育探索杂志,2022,21(1):34-38. DOI: 10.3760/cma.j.cn116021-20200706-00726.
[10] 葛振英, 贺红梅, 陈明亮, 等. 以器官系统为中心的课程整合教学效果的Meta分析[J]. 基础医学教育,2019,21(6):435-438. DOI: 10.13754/j.issn2095-1450.2019.06.06.
[11] Harvard Medical School. 1.03 course and examination requirements for the md degree (pathways and HST)[EB/OL]. [2024-02-19]. https://medstudenthandbook.hms.harvard.edu/103-course-and-examination-requirements-md-degree-new-pathway-pathways-and-hst.
[12] 廖凯举, 由由, 谢阿娜, 等. 美国一流医学院临床医学博士课程体系的比较分析[J]. 复旦教育论坛,2021,19(3):106-112. DOI: 10.3969/j.issn.1672-0059.2021.03.021.
[13] Harvard Medical School. 1.04 student assessment in the MD program[EB/OL]. [2024-02-19]. https://medstudenthandbook.
hms.harvard.edu/104-student-assessment-md-program.
[14] Case Western Reserve University School of Medicine. Competencies and education program objectives[EB/OL]. (2023-08-01)[2024-02-19]. https://case.edu/medicine/curriculum/curriculum-overview/policies-and-procedures/competencies-and-education-program-objectives.
[15] National Resident Matching Program. Results of the 2021 NRMP program director survey[EB/OL]. [2024-02-19]. https://www.nrmp.org/wp-content/uploads/2021/11/2021-PD-Survey-Report-for-WWW.pdf.
[16] Harvard Medical School. 2.22 medical student performance evaluation (MSPE)[EB/OL]. (2018-08-06)[2024-02-19]. https://medstudenthandbook.hms.harvard.edu/222-medical-student-performance-evaluation-mspe-deans-letter.
