JIAMSE Highlights - J15[2]:92-99 J16[1]:35-42 J16[2]:58-70

Dear IAMSE Members,

As the newest effort of the Publications Committee and Editorial Staff, I write to provide a glimpse of highlights from the Journal. Given that didactic lectures are not ideal for advanced professional learning, other initiatives and exercises, including Problem-Based Learning (PBL), have become important. Trends in medical education over the past few decades have emphasized the use of PBL as a means to actively engage students in academics.

In this context assessment and evaluation of PBL exercises have become challenging and complex issues for many medical educators. Among the numerous valuable articles in the JIAMSE ‘archive’, one by Phyllis Blumberg, Assessing Students During the Problem-Based Learning (PBL) Process (JIAMSE 15[2]: 92-99), from the University of the Sciences in Philadelphia, describes how both faculty and students can assess the PBL experience. In brief, Dr. Blumberg describes different methods in which students can be assessed based on the PBL process. The methods “reflect[s] current assessment trends” and include scoring rubrics, Likert scales and embedded and authentic assessments. These tools of evaluation provide methods for both formative and summative feedback. Two additional manuscripts on the use of student feedback in evaluation

JIAMSE.16[1]:35-42) and methods for assessment that are aligned with objectives of the PBL method (JIAMSE. 16[2]:58-70) are also available at the website (http://www.jiamse.org).

Happy reading!

Floyd C. Knoop, Ph.D.
Member, IAMSE Publication Committee
IAMSE Editorial Board