scholarly journals Progress testing as a pattern of excellence for the assessment of medical students’ knowledge: concepts, history, and perspective

2021 ◽  
Vol 54 (1) ◽  
pp. e173770
Author(s):  
Dario Cecilio-Fernandes ◽  
Angélica Maria Bicudo ◽  
Pedro Tadao Hamamoto Filho
Keyword(s):  
Medical Students ◽  
Multiple Testing ◽  
Problem Based Learning ◽  
Summative Assessment ◽  
Assessment Method ◽  
Constructivist Theory ◽  
Validity And Reliability ◽  
Progress Test ◽  
Traditional Assessment ◽  
Basic Assumptions

Progress test has been created with the necessity of an assessment method align with problem-based learning. Although it was specifically created to overcome the limitations of traditional assessment for problem-based learning, nowadays is used by different type of curricula. In this paper, we first present the basic assumptions, the history, benefit and challenges of the progress test. Progress test overcomes many limitations of traditional assessment, such as validity and reliability. However, the implementation of progress test is a logistical challenge. In addition, we discuss the limitation of progress test when used as summative assessment, which may not always be aligned with constructivist theory. When adding feedback and methods of analysis that considers multiple testing, progress test is then align with constructivist theory. Finally, the use of progress test’s sub scores may lack validity because of the low number of items; thus, pass/fail decision should not be based on the sub scores, but only on general scores.

Quality of Instruments Used to Assess Competencies in Athletic Training

2012 ◽  
Vol 7 (4) ◽  
pp. 187-197 ◽  
Author(s):  
Jim F. Schilling
Keyword(s):  
Athletic Training ◽  
Quality Criteria ◽  
Summative Assessment ◽  
Assessment Method ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Validity And Reliability ◽  
Professional Programs ◽  
Assessment Of Competencies

Context: An emphasis on knowledge and skill competency acquisition continues to gain importance in allied health professions. Accuracy and fairness in the summative assessment of competencies are essential to ensure student competence. A positive demonstration of validity, reliability, and authentic quality criteria are needed to achieve evidence-based practice considerations in the assessment of competencies. Objective: To present a variety of instruments used in the assessment of competencies established in the fifth edition of the athletic training competencies document and judge them based on validity, reliability, and authenticity criteria. Data Sources: Literature reviewed for this article included published articles pertaining to the assessment of competencies used in health care professional programs. Data Synthesis: Self, written, and observation assessment methods with specific types of instruments for each category are used in the summative assessment of competencies. Quality of the assessment instruments are considered to ensure score authenticity, validity, and reliability of measures. The type of assessment instrument and its content was recommended depending on the level of competence, which was categorized according to the depth of understanding and complexity of skill in the competencies. Conclusions: There was no one-size-fits-all assessment method determined. Certain instruments demonstrated greater quality than others and were used depending on assessment goals and resources.

scholarly journals Medical artificial intelligence readiness scale for medical students (MAIRS-MS) – development, validity and reliability study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ozan Karaca ◽  
S. Ayhan Çalışkan ◽  
Kadir Demir
Keyword(s):  
Artificial Intelligence ◽  
Factor Analysis ◽  
Medical Students ◽  
Data Science ◽  
Factor Model ◽  
Health Science ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
Mathematical Concepts ◽  
Evaluation And Monitoring

Abstract Background It is unlikely that applications of artificial intelligence (AI) will completely replace physicians. However, it is very likely that AI applications will acquire many of their roles and generate new tasks in medical care. To be ready for new roles and tasks, medical students and physicians will need to understand the fundamentals of AI and data science, mathematical concepts, and related ethical and medico-legal issues in addition with the standard medical principles. Nevertheless, there is no valid and reliable instrument available in the literature to measure medical AI readiness. In this study, we have described the development of a valid and reliable psychometric measurement tool for the assessment of the perceived readiness of medical students on AI technologies and its applications in medicine. Methods To define medical students’ required competencies on AI, a diverse set of experts’ opinions were obtained by a qualitative method and were used as a theoretical framework, while creating the item pool of the scale. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied. Results A total of 568 medical students during the EFA phase and 329 medical students during the CFA phase, enrolled in two different public universities in Turkey participated in this study. The initial 27-items finalized with a 22-items scale in a four-factor structure (cognition, ability, vision, and ethics), which explains 50.9% cumulative variance that resulted from the EFA. Cronbach’s alpha reliability coefficient was 0.87. CFA indicated appropriate fit of the four-factor model (χ2/df = 3.81, RMSEA = 0.094, SRMR = 0.057, CFI = 0.938, and NNFI (TLI) = 0.928). These values showed that the four-factor model has construct validity. Conclusions The newly developed Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS) was found to be valid and reliable tool for evaluation and monitoring of perceived readiness levels of medical students on AI technologies and applications. Medical schools may follow ‘a physician training perspective that is compatible with AI in medicine’ to their curricula by using MAIRS-MS. This scale could be benefitted by medical and health science education institutions as a valuable curriculum development tool with its learner needs assessment and participants’ end-course perceived readiness opportunities.

Introducing Problem- Based Learning as an Effective Learning Tool to Medical Students: An Approach in Bangladesh

2021 ◽  
Vol 12 (1) ◽  
pp. 22-31
Author(s):  
Fatiha Tasmin Jeenia ◽  
Afroza Hoque ◽  
Mehrunnissa Khanom ◽  
Selim Md Jahangir ◽  
Rozina Hoque ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Student Performance ◽  
Odds Ratio ◽  
Strong Association ◽  
Problem Based Learning ◽  
Group Versus ◽  
Female Students ◽  
Traditional Curriculum ◽  
Teaching Learning

Background: Bangladesh, A country with scintillating beauty of nature burdened with a dense population. Along with infectious diseases, tropical diseases are also prevalent here with a higher trend of non- communicable diseases as a result of industrialization. Practicing and prescribing as a doctor is a quite challenging profession here particularly when to deal with vast rural populations in a low resource facility. Medical education system is well developed in Bangladesh which follows traditional curriculum of teaching learning. Students are not accustomed with problem-based learning as it does not exist in curriculum. In order to confront with diverse disease pattern and overloaded population in this arduous backdrop of Bangladesh, problem- based learning can be a very effective tool for preparing medical students as an efficient, self- directed and insightful prescriber. This study was a primary step to introduce problem- based learning (PBL) to medical students of Bangladesh to evaluate the effectiveness of PBL in context of Bangladesh. Methods: Around 117 students of 4th year from 6 different medical colleges were randomly assigned for this study. Among them, half of the students attended PBL session for three days on a topic of Pharmacology and other students participated traditional lecture class. Following classes, odds ratio of performance was determined. MCQ, SAQ and total scores of assessment were compared. Comparison of scores was also done between male and female students of PBL group. Results: PBL students performed better than the LBL students. Odds ratio of their assessment performance was 252.08; with 95% confidence interval and lower range 53.89 and upper range 1179.28. The odds ratio showed strong association between PBL and student performance in Bangladesh context. Mean of total score was 30.7 ± 4.3 in PBL group and 17.2 ± 4.8 in LBL group. Total score was significantly higher (p= 0.000) in PBL group. Mean SAQ score in PBL and LBL group was 17.2 ± 2.2 and 5.3 ± 1.9 respectively which was extremely significant (p= 0.000). MCQ score mean was 13.4 ± 3.4 in PBL group versus 11.8 ± 3.7 in LBL group which was significantly higher in PBL group (p= 0.02). Among PBL group, total score and SAQ score was significantly higher in female students over male students. Conclusion: Significant findings of this study revealed PBL as an effective tool in Bangladesh context. Thereby, it is recommended from this study to take approaches for further study and initiative to incorporate PBL in curriculum as well. Bangladesh Journal of Medical Education Vol.12(1) 2021: 22-31

scholarly journals Medical Students’ Perceptions and Satisfaction with Under-Graduate Medical Hybrid Problem-Based Learning Curriculum in a Saudi Medical School

2014 ◽  
Vol 6 (3) ◽  
pp. 70
Author(s):  
Lutfun Nahar ◽  
Raneem Osama Salem ◽  
Ayesha Nuzhat ◽  
Lamia Alakrash ◽  
Sabiq Anjum Dipro
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Problem Based Learning ◽  
Graduate Medical

scholarly journals Medical Students Learning from a Problem Based Learning (PBL) Style In-home Care Course: A Qualitative Analysis of the Reports

2017 ◽  
Vol 40 (2) ◽  
pp. 91-98
Author(s):  
Naoto Ishimaru ◽  
Ayumi Takayashiki ◽  
Takami Maeno ◽  
Yurika Kawamura ◽  
Sachiko Ozone ◽  
...  
Keyword(s):  
Medical Students ◽  
Home Care ◽  
Qualitative Analysis ◽  
Problem Based Learning ◽  
Care Course
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