ABC of LearningTeachingMedicine by A. Stewart Truswell

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Reliability is sensitive to the length of the test, the station or item discrimination, and the heterogeneity of the cohort of candidates. Standardised patients’ portrayals, patients’ behaviour, examiners’ behaviour, and administrative variables also affect reliability. The validity of a test is a measure of the degree to which the test actually measures what it is supposed to measure. Validity is a property of test scores and justifies their interpretation for a specific purpose. The most basic evidence of validity comes from documenting the links between the content of the assessment and the curriculum’s objectives and from the qualifications of those who develop the assessment.

You can thus talk formally from the board for a time before switching to presenting a group task. Subsequent reporting from each group can induce boredom. To avoid this danger, the tutor can circulate written reports for comment; get groups to interview each other publicly or get one member of each group to circulate; ask groups to produce and display posters; ask the reporters from each group to form an inner group in a fishbowl formation; or use the crossover method to move students around. The group structures described require an explicit task and topic, and they are possible only if the furniture is movable.

Outline the special opportunities and benefits that the attachment can provide. Ask the learner to prepare a learning plan and then compare the learner’s plan to your own expectations. Once the plan has been agreed, don’t shelve it—refer to it during the attachment and modify as necessary. Agree on the ground rules Ground rules are both practical (punctuality, dress, access to patient records) and philosophical (respect for patients and colleagues, confidentiality, consent, openness to different points of view).