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Volume 17 (4)
Volume 17, Issue 4, Fall 1997 
J Contin Educ Health Prof 1997; 17(4):214-223
ORIGINAL ARTICLES
Patricia J. McArdle, EdD A b s t r a c t To accompany the wave of curriculum reform in medical education, medical educators from Europe and North America have collaborated in the design and validation of new assessment tools. There is a broader definition of evaluation to encompass process assessment and a more intense focus on structured forms of performance assessment. Emerging technology has been used in the creation of patient simulations; standardized patients ensure greater uniformity of presentation and evaluation. Traditional paper and pencil formats have been revised and adapted to assess reasoning as well as cognitive ability. While most of the new tools have been used in undergraduate medical education, there are an increasing number of reports of their incorporation into postgraduate training and continuing medical education (CME) activities. CME planners can look to these models in developing new, flexible evaluation formats. Keywords: Continuing Education; Continuing Medical Education; Evaluation; Graduate Medical Education; Innovations; Undergraduate Medical Education |
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