An assessment of the Chilean National Examination of Orthopaedic Surgery.

Background: The Chilean National Examination of Orthopaedic Surgery (EMNOT) has been administered since 2009. It was developed to determine whether individual residents are meeting minimal knowledge standards at the end of their training programs.

Methods: We performed a retrospective evaluation of the EMNOT for all years it has been administered (2009-2015).

[Assessment for learning: experience in an undergraduate medical theoretical course].

Background: Assessment for learning is a paradigm that is taking shape in the field of medical education. This approach aims to embed the assessment process within the educational and learning process.

Aim: To evaluate the impact of curricular changes, from a focus of assessment of learning to one of assessment for learning, in the perception of undergraduate students of medicine and their final grades obtained in a theoretical course (TCG).

[Perception of medical students about formative assessments during clinical courses].

Background: Formative evaluation is a range of formal assessment employed by professors during the teaching process in order to modify curriculum activities, to improve student attainment. For students, it is helpful to evaluate their learning process. Although recommended, it is seldom used.

[Are residents and interns prepared for teaching? Perceptions of undergraduate and graduate medical students].

Background: Every doctor is expected to be competent in teaching. There are few initiatives to prepare medical students for this role.

Aim: To explore residents (graduate students) and interns (final year undergraduate students) perceptions of the importance of acquiring teaching skills and how prepared they feel to meet this role.

Analysis of a learning assessment system for pediatric internship based upon objective structured clinical examination, clinical practice observation and written examination.

Objective: To describe and analyze three tools used in the assessment system applied to the pediatric internship over a 7-year period at the School of Medicine, Pontificia Universidad Católica de Chile, Santiago, Chile.

Methods: Retrospective observational research design for the assessment modalities implemented in the pediatric internship from 2001 through 2007. The tools were as follows: objective structured clinical examination (OSCE), written examination and daily clinical practice observation guidelines (DCPOG).

[Improvement of medical student's academic performances in times of curricular reform].

Background: During the last decade, academic life at the medical school of the Pontificia Universidad Católica de Chile has been thoroughly affected by a curricular reform process. Changes started in 1993 and have continued up until now. This reform did not have an experimental design to allow for a scientific evaluation of its effects.