In the third Medical Teacher ‘Talking Point’ podcast, titled "What are we doing wrong in Medical Education?", I argue that decisions are taken in medical education without the necessary evidence to support them and that where evidence is available this is often ignored.
National licensing exams have been a feature of medical education in the USA and recently have been adopted in other countries. In a conversation with my good friend Lawrence Sherman, I suggested that while there are benefits to standardisation, the evidence in favour of introducing a national exam is weak, and the move is not consistent with the trends in today’s assessment practice such as programmatic assessment.
I also point out that the evidence supporting the move to graduate rather than direct entry to medical school is at best weak. Other concerns I expressed related to decisions about admission to medicine and the fact that MCQs continue to be widely used despite the well-documented evidence that VSAQs are more reliable and valid and are feasible.
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You can also access two previous podcasts in the ‘Talking Point’ series:
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