{'fraction_non_alphanumeric': 0.02541436464088398, 'fraction_numerical': 0.004419889502762431, 'mean_word_length': 5.4714285714285715, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The continual assessment of medical students

At the new Medical Faculty at the University of Dar‐es‐Salaam (East Africa) a number of innovations were instituted. The most significant was continual assessment of students. During the first 3 years of the course, results of weekly testing may comprise three‐fourths of each student's assessment. Later they are assessed on each rotation and clerkship; and these must be completed satisfactorily before Final Examinations are taken. These assessments never contribute less than one‐half of the final results. Failures were reduced from 10 to 2% with no reduction in standards or performance levels. The method utilizes Reinforcement Theory techniques; specifically referred to are schedules of testing, grades as reinforcers, and frequent feed‐back for students, self‐shaping of study strategies and for constant surveillance of its teaching by the Faculty.