Abstract
Background
The Diploma in Mountain Medicine (DiMM) is an educational program designed to enable healthcare professionals to adapt their practice to the mountain environment. The purpose and nature of student assessment are not explained in the regulations. Understanding the intentions of the administrators who wrote the assessment regulations would enable students to be assessed more consistently and in keeping with the objectives of the program.
Method
This study used qualitative methods. Interviews were used to collect the opinions of members of the DiMM program administrative group. Thematic analysis was used to identify themes in the data and to produce a narrative description concerning the purpose, nature, and challenges of assessment.
Results
The major themes identified included the importance of using assessment to measure student progress and outcome, the intention to assess competency, the importance of standardization in assessment, and the identification of core knowledge and skills. The need to be sensitive to cultural differences in education was a complex issue that limited the development of learning outcomes and the definition of a level of learning for the program.
Conclusions
There is variation in the content, level of learning, and outcomes assessed on DiMM courses. Cultural and educational diversity of the courses were complex issues that confounded consistent student assessment. In the future, clear statements about the aims of assessment, the academic level of study, and the content of learning would enhance the educational rigor and value of the program. The use of consensus methodology would be beneficial in achieving these objectives.
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