The impact of medical school assessment on preparedness for practice

Christopher Robert Bennett, Naomi Mawhood, Mary Jane Platt

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)
10 Downloads (Pure)


Purpose: As assessment is known to drive learning, this paper looks at the relationship between assessment practice across UK medical schools and graduates preparedness for practice.  Materials and methods: It uses data on written and practical assessment at each medical school and the association with students’ self-reported preparedness for working as a foundation doctor on graduation, and in particular the preparation related to clinical skills. 
Results and conclusions: A negative correlation (β= −0.003, p < 0.001) was observed between total duration of written assessment and preparedness, while a positive relationship (β = 0.461, p < 0.001) was seen between “adequately prepared” and the proportion of all assessment time focusing on practical skills. This suggests that graduates from medical schools with a greater emphasis on practical skills in their assessment plan are better prepared to practice as a junior doctor on gradation; something that may be of relevance when designing a national licensing examination.
Original languageEnglish
Pages (from-to)112-114
Number of pages3
JournalMedical Teacher
Issue number1
Early online date18 Jan 2018
Publication statusPublished - Mar 2019

Cite this