Courses & Assessments

What activities do students engage in?

Year 1 & 2

  • Lectures / Small Group Learning
  • Labs (Gross Anatomy, Histology)
  • Case-Based Learning
  • Communication / Clinical Skills Sessions
  • Family Practice Longitudinal Experience
  • FLEX
  • Portfolio

Year 3 & 4

  • Clinical Rotations; Academic Half Days
  • FLEX
  • Portfolio

How are students assessed?

Programmatic Assessment

“The purpose of assessment is not to gather data and return “results,” but to illuminate ways to strengthen the curriculum, instruction, and student learning.” – Pearsons (2006).

Programmatic assessment functions simultaneously for student learning and decision-making (Van der Vleuten et al. 2012, 2015). It adopts a longitudinal view of learning that relies on cycles of training and aggregated data alongside regular feedback and mentoring to optimise high stakes decisions based on multiple low stakes assessments; so the sum is greater than its parts. This shifts from just testing knowledge (assessment of learning) to using assessments to improve learning (assessment for learning).

Assessment Modalities

Written Exams

The Progress Test is held twice a year. Students across all years write the same multiple choice questions covering knowledge and clinical decision-making and thereby get feedback on their progress.

Workplace-Based Assessments (WBAs)

The student must collect written feedback in templated form from multiple faculty observers over time.

Portfolio

Students work in small learning communities with their coach to integrate formal, informal, tacit learning and develop self-reflection and self-regulation.

Objective Structured Clinical Examinations (OSCEs)

Students are observed and scored as they rotate through a series of 10-minute stations which can involve standardised patients (SP).

Year 3 & 4 Assessment

The Office of Faculty Development has developed a comprehensive list of curriculum and assessment resources for Year 3 and Year 4 Clinical Preceptors including Workplace Based Assessment (WBA) Orientation, Clinical Procedures and Patient Encounters, and samples of End of Rotation (EOR) and End of Elective (EOE) forms.

As well, browse a short orientation module offering an overview of the Years 3 and 4 Workplace Based Assessment (WBA) and how this fits within the Assessment Program of the MD undergraduate program. 

 

What does academic support look like?

Support is defined as a “system of supplementary academic assistance provided through a collaboration between a student and faculty members to support academic success…” (Policy 015

  • Requested: Initiated by a student
  • Recommended: For students not consistently achieving academic or professionalism competencies on par with peers at their level of training
  • Required: For students not achieving academic or professionalism competencies

 

Have more questions? Reach out to us at vfmp.facdev@ubc.ca.