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By Max Anderson I am an Instructional Designer in Undergraduate Medical Education at UIC College of Medicine.
Matt Homer, Jonathan C Darling
INTRODUCTION: It is known that test-centered methods for setting standards in knowledge tests (e.g. Angoff or Ebel) are problematic, with expert judges not able to consistently predict the difficulty of individual items. A different approach is the Cohen method, which benchmarks the difficulty of the test based on the performance of the top candidates. METHODS: This paper investigates the extent to which Ebel (and also Cohen) produces a consistent standard in a knowledge test when comparing between adjacent cohorts...
September 20, 2016: Medical Teacher
Debra Pugh, Glenn Regehr
CONTEXT: It has long been understood that assessment is an important driver for learning. However, recently, there has been growing recognition that this powerful driving force of assessment has the potential to undermine curricular efforts. When the focus of assessment is to categorise learners into competent or not (i.e. assessment of learning), rather than being a tool to promote continuous learning (i.e. assessment for learning), there may be unintended consequences that ultimately hinder learning...
July 2016: Medical Education
Steven J Durning, Ting Dong, Anthony R Artino, Cees van der Vleuten, Eric Holmboe, Lambert Schuwirth
BACKGROUND: An ongoing debate exists in the medical education literature regarding the potential benefits of pattern recognition (non-analytic reasoning), actively comparing and contrasting diagnostic options (analytic reasoning) or using a combination approach. Studies have not, however, explicitly explored faculty's thought processes while tackling clinical problems through the lens of dual process theory to inform this debate. Further, these thought processes have not been studied in relation to the difficulty of the task or other potential mediating influences such as personal factors and fatigue, which could also be influenced by personal factors such as sleep deprivation...
August 2015: Perspectives on Medical Education
Walter Tavares, Shiphra Ginsburg, Kevin W Eva
THEORY: Assessment of clinical competence is a complex cognitive task with many mental demands often imposed on raters unintentionally. We were interested in whether this burden might contribute to well-described limitations in assessment judgments. In this study we examine the effect on indicators of rating quality of asking raters to (a) consider multiple competencies and (b) attend to multiple issues. In addition, we explored the cognitive strategies raters engage when asked to consider multiple competencies simultaneously...
2016: Teaching and Learning in Medicine
Hollis Lai, Mark J Gierl, Claire Touchie, Debra Pugh, André-Philippe Boulais, André De Champlain
UNLABELLED: CONSTRUCT: Automatic item generation (AIG) is an alternative method for producing large numbers of test items that integrate cognitive modeling with computer technology to systematically generate multiple-choice questions (MCQs). The purpose of our study is to describe and validate a method of generating plausible but incorrect distractors. Initial applications of AIG demonstrated its effectiveness in producing test items. However, expert review of the initial items identified a key limitation where the generation of implausible incorrect options, or distractors, might limit the applicability of items in real testing situations...
2016: Teaching and Learning in Medicine
Wouter Kerdijk, Janke Cohen-Schotanus, B Florentine Mulder, Friso L H Muntinghe, René A Tio
CONTEXT: Students tend to postpone preparation for a test until the test is imminent, which raises various risks associated with 'cramming' behaviours, including that for suboptimal learning. Cumulative assessment utilises spaced testing to stimulate students to study more frequently and to prevent procrastination. This randomised controlled study investigated how cumulative assessment affects time spent on self-study and test performance compared with end-of-course assessment. METHODS: A total of 78 undergraduate medical students in a Year 2 pre-clinical course were randomly assigned to either of two conditions...
July 2015: Medical Education
Leonieke N Palmen, Marc A T M Vorstenbosch, Esther Tanck, Jan G M Kooloos
BACKGROUND: Exams in anatomy courses are traditionally summative. Formative testing induces retrieval practice, provides feedback and enhances learning results. We investigated the optimal frequency for retrieval practice during an anatomy course. METHOD: During a first-year course, students were offered four online daily quizzes a week that assessed thoracic anatomy. Once a week they received a quiz about abdominal anatomy. Students immediately received feedback afterwards...
April 2015: Perspectives on Medical Education
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