Hostname: page-component-848d4c4894-8kt4b Total loading time: 0 Render date: 2024-07-07T01:41:19.676Z Has data issue: false hasContentIssue false
  • English
  • Français

Examining Ethics

Developing a Comprehensive Exam for a Bioethics Master’s Program

Published online by Cambridge University Press:  17 July 2014

TOBY SCHONFELD ,
HUGH STODDARD  and
CORY ANDREW LABRECQUE
Get access Rights & Permissions [Opens in a new window]

Extract

The aim of this section is to expand and accelerate advances in methods of teaching bioethics. Bioethics educators are invited to send submissions to T. Kushner at kushnertk@gmail.com.

Keywords

ethics educationexamassessmentrubricminimal competencycontent mastery
Type
Bioethics Education
Information
Cambridge Quarterly of Healthcare Ethics , Volume 23 , Issue 4 , October 2014 , pp. 461 - 471
Copyright
Copyright © Cambridge University Press 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Notes

1. Federation of State Medical Boards and National Board of Medical Examiners. United States Medical Licensing Examination; 2013; available at http://www.usmle.org/ (last accessed 10 Dec 2013).Google Scholar

2. Aronson, L, Niehaus, B, DeVries, CD, Siegel, JR, O’Sullivan, PS. Do writing and storytelling skill influence assessment of reflective ability in medical students’ written reflections? Academic Medicine 2010 Oct;85(10 Suppl):S29–32.Google Scholar

3. Boyd, A. The impact of a reflective writing workshop on GP trainee attitudes to writing eportfolio log entries. Education for Primary Care 2012 Dec;23(6):430–3.Google Scholar

4. Chretien, K, Goldman, E, Faselis, C. The reflective writing class blog: Using technology to promote reflection and professional development. Journal of General Internal Medicine 2008 Dec;23(12):2066–70.CrossRefGoogle ScholarPubMed

5. Wear, D, Zarconi, J, Garden, R, Jones, T. Reflection in/and writing: Pedagogy and practice in medical education. Academic Medicine 2012 May;87(5):603–9.CrossRefGoogle ScholarPubMed

6. Wald, HS, Reis, SP. Beyond the margins: Reflective writing and development of reflective capacity in medical education. Journal of General Internal Medicine 2010 Jul;25(7):746–9.Google Scholar

7. Eckles, RE, Meslin, EM, Gaffney, M, Helft, PR. Medical ethics education: Where are we? Where should we be going? A review. Academic Medicine 2005;80(12):1143–52.Google Scholar

8. Goldie, J, Schwartz, L, McConnachie, A, Morrison, J. The impact of three years’ ethics teaching, in an integrated medical curriculum, on students’ proposed behaviour on meeting ethical dilemmas. Medical Education 2002 May;36(5):489–97.CrossRefGoogle Scholar

9. Terndrup, C.A student’s perspective on medical ethics education. Journal of Religion and Health 2013;52(4):1073–8.Google Scholar

10. Core Competency Task Force. Core Competencies for Healthcare Ethics Consultation. Report No. 2. Glenview, IL: American Society for Bioethics and Humanities; 2011.Google Scholar

11. Nolan, R. How graduate students of adult and continuing education are assessed at the doctoral level. Journal of Continuing Higher Education 2002 Sept 1;50(3):38–43.Google Scholar

12. Cassuto, L. The comprehensive exam: Make it relevant. The Chronicle of Higher Education 2012 Mar 4; 58(27):A33.Google Scholar

13. Lane, S, Stone, CA. Performance assessment. In: Brennan, RL, ed. Educational Measurement. 4th ed. Westport, CT: American Council on Education; 2006.Google Scholar

14. Pellegrino, JW, Chudowsky, N, Glaser, R. Knowing What Students Know: The Science and Design of Educational Assessment. Washington, DC: National Academies Press; 2001.Google Scholar

15. See note 13, Lane, Stone 2006.

16. Ewing, M, Packman, S, Hamen, C, Thurber, AC. Representing targets of measurement within evidence-centered design. Applied Measurement in Education 2010;23(4):325–41.Google Scholar

17. Popham, WJ. What’s wrong—and what’s right—with rubrics. Educational Leadership 1997;55:72–5.Google Scholar

18. Andrade, HG. Teaching with rubrics: The good, the bad, and the ugly. College Teaching 2005;53(1):27–31.CrossRefGoogle Scholar

19. Moskal, BM. Scoring rubrics: What, when and how? Practical Assessment, Research & Evaluation 2000;7(3); available at http://pareonline.net/getvn.asp?v=7&n=3 (last accessed 28 Apr 2014).Google Scholar

20. See note 13, Lane, Stone 2006.

21. Sadler, DR. Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education 2009;34(2):159–79.Google Scholar

22. Tierney, R, Simon, M. What’s still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels. Practical Assessment, Research & Evaluation 2004;9(2); available at http://pareonline.net/getvn.asp?v=9&n=2 (last accessed 28 Apr 2014).Google Scholar

23. See note 21, Sadler 2009.

24. See note 13, Lane, Stone 2006.

25. See note 22, Tierney, Simon 2004.

26. Reddy, YM, Andrade, H. A review of rubric use in higher education. Assessment & Evaluation in Higher Education 2010 July;35(4):435–48.Google Scholar

27. See note 18, Andrade 2005.

28. Hambleton, RK, Pitoniak, MJ. Setting performance standards. In: Brennan, RL, ed. Educational Measurement. 4th ed. Westport, CT: American Council on Education; 2006.Google Scholar

29. Biggs, JB, Collis, KF. Evaluating the Quality of Learning. New York: Academic Press; 1982.Google Scholar

30. See note 28, Hambleton, Pitoniak 2006.

31. See note 22, Tierney, Simon 2004.

32. Mertler, CA. Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation 2001;7(25):1–10.Google Scholar