Adaptive Score Reports

Author(s):  
Diego Zapata-Rivera
Keyword(s):  
2017 ◽  
Vol 9 (2) ◽  
Author(s):  
John Mason DePasse ◽  
Jack Haglin ◽  
Adam E.M. Eltorai ◽  
Mary K. Mulcahey ◽  
Craig P. Eberson ◽  
...  

First administered in November 1963, the orthopedic in-training examination (OITE) is now distributed to more than 4000 residents in over 20 countries and has become important for evaluation of resident fund of knowledge. Several studies have assessed the effect of didactic programs on resident performance, but only recently has it become possible to assess detailed testtaking metrics such as time spent per question. Here, we report the first assessment of resident OITE performance utilizing this full electronic dataset from two large academic institutions. Full 2015 OITE score reports for all orthopedic surgery residents at two institutions were anonymized and compiled. For every question answered by each resident, the resident year, question content or domain, question result (correct or incorrect), and answer speed were recorded. Data were then analyzed to determine whether resident year, result, or domain affected answer speed and whether performance in each subspecialty domain varied based on resident year in training. Data was available for 46 residents and 12,650 questions. Mean answer speed for questions answered correctly, 54.0±48.1 s, was significantly faster than for questions answered incorrectly, 72.2±61.2 s (P<0.00001). When considering both correct and incorrect answers, PGY-1s were slower than all other years (P<0.02). Residents spent a mean of nearly 80 seconds on foot and ankle and shoulder and elbow questions, compared to only 40 seconds on basic science questions (P<0.05). In education, faster answer speed for questions is often considered a sign of mastery of the material and more confidence in the answer. Though faster answer speed was strongly associated with correct answers, this study demonstrates that answer speed is not reliably associated with resident year. While answer speed varies between domains, it is likely that the majority of this variation is due to question type as opposed to confidence. Nevertheless, it is possible that in domains with more tiered experience such as shoulder, answer speed correlates strongly with resident year and percentage correct.


2010 ◽  
Vol 29 (3) ◽  
pp. 25-38 ◽  
Author(s):  
Mary Roduta Roberts ◽  
Mark J. Gierl
Keyword(s):  

2014 ◽  
Vol 19 (2) ◽  
pp. 116-138 ◽  
Author(s):  
Rebecca Zwick ◽  
Diego Zapata-Rivera ◽  
Mary Hegarty

2011 ◽  
Vol 16 (2) ◽  
pp. 69-89 ◽  
Author(s):  
Tiffany A. Whittaker ◽  
Natasha J. Williams ◽  
Barbara G. Dodd
Keyword(s):  

2018 ◽  
Vol 104 (2) ◽  
pp. 51-57
Author(s):  
Miguel Paniagua ◽  
Jessica Salt ◽  
Kimberly Swygert ◽  
Michael A. Barone

There have been a number of important stakeholder opinions critical of the Step 2 Clinical Skills Examination (CS) in the United States Medical Licensing Examination (USMLE) licensure sequence. The Resident Program Director (RPD) Awareness survey was convened to gauge perceptions of current and potential Step 2 CS use, attitudes towards the importance of residents' clinical skills, and awareness of a medical student petition against Step 2 CS. This was a cross-sectional survey which resulted in 205 responses from a representative sampling of RPDs across various specialties, regions and program sizes. RPDs view clinical skills as very important, and perceive a lack of readiness among entering residents in communications skills and professionalism competencies. Most RPDs use Step 2 CS to screen residency applicants. There is desire for more specific information from score reports in these areas. Few of the respondents were aware of a current medical student petition against Step 2 CS. RPDs rely on a nationally standardized assessment of clinical skills as a criterion considered in applicant selection. These findings are valuable as the USMLE program continues to evolve and pursue its validity research agenda for USMLE.


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