The process of formative assessment from the Weisbord model in medical education

El proceso de la evaluación formativa desde el modelo Weisbord en educación médica
Diana Elena González Castilloa, Margarita Varela Ruiza, Teresa Imelda Fortoul van der Goesa,b

a Programa de Maestría y Doctorado en Ciencias Médicas, Odontológicas y de la Salud, Maestría en Educación en Ciencias de la Salud, Universidad Nacional Autónoma de México, México, D.F., México
b Coordinación de Ciencias Básicas, Facultad de Medicina, Universidad Nacional Autónoma de México, México, D.F., México

Recibido el 29 de julio de 2015; aceptado el 23 de noviembre de 2015

Palabras Clave

Realimentación. Modelo Weisbord. Evaluación formativa. Educación médica. Diagnóstico organizacional.

Keywords

Feedback. Weisbord model. Formative assessment. Medical education. Organisational diagnosis.

Abstract

Introduction: Organisations are open dynamic systems with particular regard to the tasks and functions required to achieve the objectives determined by the structure. In this sense, an organisational diagnosis must be made in order to determine areas of opportunity when the educational organisation (Faculty of Medicine, UNAM) establishes a new strategy for meeting its corporate objectives, in this case through the implementation of a formative assessment.

Objective: To make an organisational diagnosis using a Weisbord model consisting of a 6-category analysis of the organization.

Method: It was decided to use the qualitative method for understanding the social phenomena involved, using an open-response questionnaire to examine the different steps of the assessment process. Three focal groups and 12 interviews subsequently took place until the saturation point was reached. The categorising and coding of the results was performed according to previously constructed category tree, and finally were analysed supported by the Weisbord model.

Results: The diagnosis results focused on the internal affairs of the organisation, and mainly posed questions that have to do with the fit between of “what is and what should be” in the 6 categories from the Weisbord model (purpose, structure, relationships, rewards, leadership, and helpful mechanisms).

Conclusions: A consistent use of formative assessment in the system can help those involved in confronting the obstacles that emerged by performing their professional practice in the clinic and in the classroom more broadly.