AMEE Berlin 2002 Programme

feedback that identifies specific learning needs as well
as problematic patterns of behaviour. Students work
with their advisory deans to interpret the feedback and
construct individualized learning plans. An overview
of the various components will be presented as well as
examples of different types of feedback and learning
plans. The value of this comprehensive assessment for
student learning and for curricular planning will be
discussed with attention given to the resources required
for implementation.
2F4 Attributes of the excellent physician:
a third year student survey
A V Carneiro*, M F Patrício and J Fernandes e Fernandes
University of Lisbon School of Medicine, Rua Sousa Lopes, Lote
KL - 8 E, 1600-207 Lisbon, PORTUGAL
Role-modeling is a basic part of medical education.
Sixty-six third year medical students were asked – using
questionnaires with open and closed (Likert scale type)
questions – to indicate their opinions on the attributes
of a good doctor. The students favoured good
humanistic qualities in the relationship with patients
and families (96% good or very good), ability to look
for help when needed in clinical practice (97%),
diagnostic abilities (97%) and honesty and ethical
behaviour (94%). The least important attributes
included leadership (68% little or no importance),
research abilities (71%) and a good general culture
(67%). It is concluded that third year medical students
can define a set of attributes of what they consider to
be a good doctor: these include professional behaviour,
ethics, knowledge and leadership. We will recheck these
results at graduation time (within 3 years).
2F5 The Medical Student Peer
Evaluation Initiative: assessment
of performance in small group
settings
Steven L Kanter*, Kathleen Ryan, John Mahoney and
Joan Harvey
University of Pittsburgh, School of Medicine, M-240 Scaife Hall,
3550 Terrace Street, Pittsburgh PA 15261, USA
Experience with student assessment at the University
of Pittsburgh School of Medicine led to the observation
that, although a faculty facilitator was not identifying
early a student experiencing difficulty in small group,
the student’s peers were generally aware of the problem.
This led to the development of the Medical Student
Peer Evaluation Initiative (PEI), which aims to provide
feedback to students on performance in small group
sessions; recognize students who demonstrate
excellence; identify poorly functioning students and
offer counseling. Each student rates each other group
member on the member’s ability to help the student
learn. If a score pattern indicates a problem, a faculty
overseer meets with the student. Results of the PEI
reveal excellent participation, early identification of
Monday 3 September
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students with a range of difficulties, and rapid
remediation of most problems. In conclusion, peer
evaluation is a feasible and useful measure of student
small group performance.
2F6 Reliability of a multidimensional
questionnaire to assess attitudes of
medical students towards their
future profession: the UNI Project
G L Werneck*, E C O Ribeiro, A C Aguiar and V M B Ribeiro
Nucleo de Estudos de Saude Coletiva, NESC/UFRJ, Av. Brig.
Trompovsky s/n - HUCFF, 5o andar - Ala Sul, BRAZIL
The objective of this study was to assess the reliability
of answers to questions concerning attitudes of medical
students towards their future profession. We developed
a self-administered questionnaire including 52
questions covering attitudes expected to be developed
by students during medical school. A test-retest design
was used as a preliminary evaluation of the
questionnaire. The questionnaire was completed twice
within a one-week interval by students of the major
university of Rio de Janeiro, Brazil. The test-retest
reliability was estimated by kappa statistics (K).
Twenty-four questions (46%) had K greater than 0.6
(substantial agreement); 13 questions (25%) had K
between 0.4 and 0.6 (moderate agreement); and 15
questions (29%) had K below 0.4 (fair agreement).
Considering the complexity of assessing attitudes, we
judge these preliminary results as satisfactory. The next
step will be to revise and test those questions showing
low agreement.
2F7 Narrowing the gap in the
assessment process
Nicolas Karlsson
Villa Medici, Hogasplatsen 6, 412 56 Goteborg, SWEDEN
The problem with assessment processes in the past has
been to motivate the participants to take an active and
creative part in the process. This requires a narrowing
of the gap between different groups and that the process
stimulates each individual participating. On the
initiative of the student organisation, the Faculty of
Medicine in Göteborg implemented the Course
Committee in year 2000 after three succesful pilot
projects. The Course Committee is the motor in the
assessment process, creating a suitable environment for
communication in close connection to the reality of
each participant. As a meeting point between the
different parts in the educational process it improves
not only the democracy of the organisation necessary
for continuous improvement, but the course committee
also facilitates the translation from the student’s
descriptional language into the defined language of the
manager of the course. A protocol published on the
www preserves the productive dialogue and the
suggestions made.