Assessment of professionalism in integrated curriculum: the faculty's perspective

ABSTRACT

To analyse and interpret the role of faculty members in assessing professionalism in a well-established medical school in the UK. A qualitative study. School of Medicine, University of Glasgow, UK, from February to July 2011. Used a constructivist approach, a purposive sampling technique was applied to interview those faculty members who were associated with the assessment of professionalism. A total of eight faculty members were interviewed, and the data was analysed thematically. The learning outcomes are assessed in both formative and summative examinations but the focus is mainly on formative assessments. Both objective and subjective assessment instruments are used, although qualitative assessment instruments evaluate the topic with greater validity. Some of the assessment instruments are used formatively as well as summatively. The assessment of professionalism is a multidimensional activity. Both formative and summative assessments together with an 'assessment for learning' strategy can be used with great effect. Here the role of formative assessment and 'assessment for learning' are more significant as they are a continuous process and their frequency and feedback will make a profound impression on students.