Is your program built on a collection of assessments or a system?
This post is the fifth and final in a five-part series drawing on Formative Assessment and Feedback in Medical Education: A Practical Guide, AMEE Guide No. 189. Each post takes a question medical educators are actively grappling with and work through what the research and the practice actually suggest.
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Has the educator’s role changed?
This post is the fourth in a five-part series drawing on Formative Assessment and Feedback in Medical Education: A Practical Guide, AMEE Guide No. 189. Each post will take a question medical educators are actively grappling with and work through what the research and the practice actually suggest.
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Does a broader toolkit support better learning?
This post is the third in a five-part series drawing on Formative Assessment and Feedback in Medical Education: A Practical Guide, AMEE Guide No. 189. Each post will take a question medical educators are actively grappling with and work through what the research and the practice actually suggest.
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Why aren’t students acting on feedback?
This post is the second in a five-part series drawing on Formative Assessment and Feedback in Medical Education: A Practical Guide, AMEE Guide No. 189. Each post will take a question medical educators are actively grappling with and work through what the research and the practice actually suggest.
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Is your assessment actually formative?
This post is the first in a five-part series drawing on Formative Assessment and Feedback in Medical Education: A Practical Guide, AMEE Guide No. 189. Each post will take a question medical educators are actively grappling with and work through what the research and the practice actually suggest.
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How can guided reflection and thoughtful feedback transform learners into empathetic and effective communicators?
Anastasiya Lipnevich, PhD, Professor of Educational Psychology, CUNY and NBME Visiting Scholar, provides insights on effective feedback strategies in medical education and key considerations for guiding learners toward clinical competence and professional growth.
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How can formative assessment actively cultivate medical learners’ competencies and help educators better address individual needs?
Anastasiya Lipnevich, PhD, Professor of Educational Psychology, CUNY and NBME Visiting Scholar, shares her insights on the components of formative assessment – or assessment for learning – that incorporates learning objectives and timely feedback to support a system focused on improving learner competencies throughout their journey.
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Improving Clinical Reasoning Skills
Vice President of Educational Strategy Christopher Feddock, MD shares his thoughts on the challenges of assessing clinical reasoning and the steps NBME is taking to address this critical area within medical education.
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Innovative Uses of AI in Medical Education Assessment
NLP Data Scientist, Victoria Yaneva, discusses NBME’s approach to innovation in AI solutions for assessment, driving research excellence, and promoting transparency through collaboration and active community engagement.
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Improving how we evaluate clinical reasoning skills through innovations in assessment
Senior Measurement Scientist Christopher Runyon discusses his background, research in using Natural Language Processing to assess clinical reasoning and what drives his passion for the work.
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Leveraging technology to keep assessments up-to-date, relevant and flexible without sacrificing quality
From finding better ways to develop exam content to discovering innovative methods for scoring competency-based assessments, NBME is exploring how technology can be used to solve the most pressing challenges facing the medical education community.
