S-2-07-04
SYMPOSIUM ON EDUCATION: EVALUATION OF COMPETENCE
Jose Jimenez (University of Toronto, Canada)
The evaluation of competence should reflect the objectives of the training program. These objectives must include the three major taxonomies of learning: cognitive, psychomotor and affective. The traditional written, oral and clinical examinations are not the best vehicle to accomplish this task. Similarly, the traditional methodology of examination does not satisfy the required degrees of validity, reliability, objectivity, relevance and practicality. The Royal College of Physicians and Surgeons of Canada has developed two additional alternative examination models: Comprehensive Objective Examination (COE) and Condensed Examination (CO). The two new models are being used by 1/3 of all Medical and Surgical Specialties. In addition the written component of the traditional model has been expanded to multiple choices questions, short essays, long essays, and short answer questions or a combination of at least two of these modules. The cost per candidate is higher in the CO but the examiners have to work much harder in the COE. It is felt that COE can adjust better to the stated objectives of the programme, but it has some feasibility problems when the number of candidates is a large one.
S-2-07-05
EDUCATION OF PHYSICIANS IN REHABILITATION MEDICINE IN THE NORDIC COUNTRIES
Olle Hook, Dept. of Rehabilitation Medicine, University Hospital, Uppsala, Sweden
A presentation is given for the Education in Rehabilitation Medicine in the Nordic countries:
1. for medical students, basic medical training, and
2. for licensed physicians to become specialists:
In Sweden, specialist training in Rehabilitation Medicine takes 41-1/2 years. The training begins after the candidate has become a licensed physician. In general, training consists in practice for 3 years as a physician in a Department of Rehabilitation Medicine. During this period, one year may be devoted alternatively to neurology, orthopaedic surgery, social medicine, occupational medicine or clinical neurophysiology, each for a period not exceeding one year.
Collateral education (1-1/2 years): Internal medicine for one year. During this period, 6 months may be exchanged for various other specified fields.
The training also includes 6 compulsory courses, each lasting for one week, with different leading themes such as technical devices for the handicapped, psychosocial problems in rehabilitation medicine, etc.
A commission within the Swedish Association for Rehabilitation and Physical Medicine is now considering these rules for a possible revision.
