The impact of medical school assessment on preparedness for practice.

PURPOSE: As assessment is known to drive learning, this paper looks at the relationship between assessment practice across UK medical schools and graduates preparedness for practice.

MATERIALS AND

METHODS

It uses data on written and practical assessment at each medical school and the association with students' self-reported preparedness for working as a foundation doctor on graduation, and in particular the preparation related to clinical skills.

RESULTS AND

CONCLUSIONS

A negative correlation (β= -0.003, p < 0.001) was observed between total duration of written assessment and preparedness, while a positive relationship (β = 0.461, p < 0.001) was seen between "adequately prepared" and the proportion of all assessment time focusing on practical skills. This suggests that graduates from medical schools with a greater emphasis on practical skills in their assessment plan are better prepared to practice as a junior doctor on gradation; something that may be of relevance when designing a national licensing examination.