Written testing of students in the experiential setting

There is a paucity of literature regarding specific evaluation or testing procedures used in the experiential setting. The purpose of this investigation was to compare the results of paired baseline and end-rotation short-answer tests and determine the potential role of such testing in the student learning and evaluation process. The preceptor had students on rotations at this site for approximately ten years, which resulted in 86 pre/post examinations. There was significant improvement in the scores from baseline to end-rotation (10.51 ± 2.90 to 13.92 ± 2.50, P<0.001). Students expressed concerns that the evaluation exercise would be used for grading purposes despite assurances to the contrary. The preceptor was concerned that the examinations would not be useful in assessing higher level cognitive skills that were rotation objectives. Based on these findings, the written examination will be used as interactive assessment instrument, not as a replacement for more subjective grading tools.