Multiple-Choice Examinations in Medicine: A Guide for Examiner and Examinee

PEDIATRICS ◽  
1961 ◽  
Vol 28 (1) ◽  
pp. 106-106
Author(s):  
A. ASHLEY WEECH
Keyword(s):  
High School ◽  
Foreign Students ◽  
Multiple Choice ◽  
National Board ◽  
American Students ◽  
Executive Secretary ◽  
Sample Test ◽  
Objective Tests ◽  
Medical Examiners ◽  
First Time

This compact manual written by the Executive Secretary and the Director of Testing Services of the National Board of Medical Examiners presents in eight brief chapters the methods used by the Board in preparing its objective tests. There is also an appendix containing a sample test that could provide helpful practice to someone about to be exposed for the first time to this type of examination. That such practice is desirable is evident from the fact that foreign students who have previously encountered only essay-type examinations will on the average earn significantly lower grades on a multiple-choice examination than a comparably educated group of American students who have been exposed many times in high school, college and medical school to the techniques of objective testing.

Characteristics of Drug Use among Mexican-American Students

1975 ◽  
Vol 5 (3) ◽  
pp. 235-241 ◽  
Author(s):  
Robert Guinn
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
High School Students ◽  
Drug Use ◽  
Drug User ◽  
Mexican American ◽  
Multiple Choice ◽  
School Students ◽  
Mexican American Students ◽  
American Students

The author conducted a study of drug use among 254 Mexican-American high school students. Drug use was investigated in relationship to socioeconomic status, attitudes toward drugs, school related variables, and demographic factors. An eighty-eight item survey instrument with a multiple choice format was used to gather the data. The results indicate that the Mexican-American drug user differed significantly from the group normal from which he was drawn with regard to the aspects investigated.

Validity of the Health Systems Science Examination: Relationship Between Examinee Performance and Time of Training

2019 ◽  
Vol 35 (1) ◽  
pp. 63-69
Author(s):  
Michael Dekhtyar ◽  
Linette P. Ross ◽  
Jean D’Angelo ◽  
Jeanne Guernsey ◽  
Karen E. Hauer ◽  
...  
Keyword(s):  
Health Systems ◽  
Reliability And Validity ◽  
Test Reliability ◽  
Systems Science ◽  
National Board ◽  
Health Systems Science ◽  
Medical Examiners ◽  
Based Medicine ◽  
First Time ◽  
Total Test

The health systems science (HSS) framework articulates systems-relevant topics that medical trainees must learn to be prepared for physician practice. As new HSS-related curricula are developed, measures demonstrating appropriate levels of reliability and validity are needed. The authors describe a collaborative effort between a consortium of medical schools and the National Board of Medical Examiners to create a multiple-choice HSS examination in the areas of evidence-based medicine/population health, patient safety, quality improvement, and teamwork. Fifteen schools administered the 100-question examination through 2 academic years a total of 1887 times to 1837 first-time takers. Total test score mean was 67% (SD 11%). Total test reliability as measured by coefficient α was .83. This examination differentiated between medical students who completed the examination before, during, and after relevant training/instruction. This new HSS examination can support and inform the efforts of institutions as they integrate HSS-related content into their curricula.

scholarly journals Certification of clinical and translational researchers: An ill-conceived notion

2017 ◽  
Vol 1 (1) ◽  
pp. 3-4
Author(s):  
Paul R. Marantz ◽  
Harry P. Selker ◽  
Emma A. Meagher
Keyword(s):  
Clinical Research ◽  
Multiple Choice ◽  
Education And Training ◽  
Certification Process ◽  
National Board ◽  
Research Education ◽  
Medical Examiners ◽  
And Training

AbstractThe National Board of Medical Examiners (NBME) has instituted a new multiple choice examination in order to “certify” clinical and translational investigators. As experienced research educators, we argue that this certification process is unnecessary, values knowledge over competency, may be counter-productive, and is unlikely to achieve any worthwhile outcome. We lay out these arguments in the hope of stimulating a robust discussion among leaders, faculty, and learners engaged in clinical research education and training.

Nasce uma nova especialidade : osteopatia

2016 ◽  
Vol 2 (3) ◽  
Author(s):  
Marco Antônio Guimarães Da Silva
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
Preventive Medicine ◽  
Rio De Janeiro ◽  
Obstetrics And Gynecology ◽  
Physical Medicine ◽  
National Board ◽  
Physical Medicine And Rehabilitation ◽  
Allergy And Immunology ◽  
Medical Examiners

Por circunstâncias relacionadas à minha titulação, acabei designado pela Universidade Castelo Branco do Rio de Janeiro (UCB) para avaliar uma parceria proposta pela Escola de Osteopatia de Madri (EOM). À época, em 1997, a EOM propunha que a UCB passasse a organizar academicamente os cursos de osteopatia que a referida Escola já vinha ministrando no Brasil, com vistas a, no futuro, torná-lo um curso de pós-graduação. Algumas viagens à Madri para observar a estrutura acadêmica e pedagógica da sede da EOM, condição imposta pela UCB para concretizar a parceria, me levaram a conhecer esta modalidade terapêutica, com resultados efetivamente comprovados através de trabalhos científicos.Realizadas as adaptações que se faziam necessárias, a UCB aprovou, em 2000, o curso de osteopatia, com uma carga horária de 1050 horas para a titulação de especialização acadêmica, nível Lato Sensu. A resolução do COFITO, que estabelece a osteopatia como uma especialidade da fisioterapia, levou-nos a propor ao CEPE da UCB uma complementação de 450 horas, alcançando, assim, as 1.500 horas, distribuídas ao longo de cinco anos, exigidas pela referida resolução do COFITO. A introdução desta técnica terapêutica no Brasil pela corrente Européia e a pronta intervenção do COFITO foram fatores decisivos para nos brindar com mais uma especialidade. Houvera sido a Osteopatia implantada no Brasil por influência da escola americana, talvez os rumos tomados fossem outros. Senão, vejamos. Nos EUA, a osteopatia é normalmente exercida pelo médico, que deve obter sua permissão através do National Board of Osteopatic Medical Examiners, e está dividida em Sociedades Osteopáticas que se distribuem por todas as modalidades médicas; a saber: Allergy and Immunology, Anesthesiology, Dermatology ,Emergency Medicine, Internal Medicine, Neurologists and Psychiatrists, Obstetrics and Gynecology, Occupational and Preventive Medicine, Ophthalmology and Otolaryngology, Orthopedics Pathology, Pediatrics Proctology, Radiology, Physical Medicine and Rehabilitation, Rheumatology Sports Surgery Medicine.Com o objetivo de incentivar as linhas de pesquisas na área da osteopatia, estará sendo criado, durante as III Jornadas Hispano-Lusas de Fisioterapia em Terapia Manual (Sevilha-Espanha, 5 de outubro de 2001), o Centro Internacional de Pesquisas em Osteopatia. O referido Centro, dirigido por um fisioterapeuta brasileiro com Doutorado, terá sua sede na Espanha e manterá núcleos, vinculados a Universidades, na Argentina, no Brasil, na Itália, em Portugal e na Venezuela. Esperamos, desta forma, ao lado do reconhecimento profissional já oferecido pela resolução COFITO, dar mais um passo na consolidação acadêmica da nossa mais nova modalidade terapêutica.

APPLICATION OF MACHINE LEARNING MODELS IN ENROLLMENT AND STUDENT TRAINING AT VIETNAMESE UNIVERSITIES

2020 ◽  
Vol 3 (4) ◽  
pp. 276-287
Author(s):  
The Vinh Tran ◽  
Tran Kim Thanh ◽  
Tran Manh Tuong ◽  
Vu Anh Linh Duy
Keyword(s):  
High School ◽  
Multiple Choice ◽  
High School Graduation ◽  
Education And Training ◽  
Ministry Of Education ◽  
Entrance Exam ◽  
Entrance Exams ◽  
School Graduation ◽  
And Training ◽  
Machine Learning Models

In Vietnam, since 2015, the Ministry of Education and Training of Vietnam has decided to abolish university entrance exams and advocates the use of high school graduation exam results of candidates for admission to go to universities. The 2015 and 2016 exam questions for the Math exam are the essay questions. From 2017 up to now, the Ministry of Education and Training of Vietnam has applied the form of multiple-choice exams for Mathematics in the high school graduation exam. There are many mixed opinions about the impact of this form of examination and admission on the quality of university students. In particular, the switch from the form of essay examination to multiple-choice exams led the entire Vietnam Mathematical Association at that time to send recommendations on continuing to maintain the form of essay examination for mathematics. The purposes of this article are analysis and evaluation the effects of relevant factors on the academic performance of advanced math students of university students, and offer solutions to optimize university entrance exam. The data set was provided by Training Management Department and Training Quality Control and Testing Laboratory of the University of Finance – Marketing. This dataset includes information about math high school graduation test scores, learning process scores (scores assessed by direct instructors), and advanced math course end test scores of 2834 students in courses from 2015 to 2019. Linear and non-linear regression machine learning models were used to solve the tasks given in this article. An analysis of the data was conducted to reveal the advantages and disadvantages of the change in university enrollment of the Vietnamese Ministry of Education and Training. Tools from the Python libraries have been supported and used effectively in the process of solving problems. Through building and surveying the model, there are suggestions and solutions to problems in enrollment and input quality assurance. Specifically, in the preparation of entrance exams, the entrance exam questions should not exceed 61-66 % of multiple choice questions.

scholarly journals Examining concurrent validity between COMLEX-USA Level 2-Cognitive Evaluation and COMLEX-USA Level 2-Performance Evaluation

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Brandon Craig ◽  
Xiaolin Wang ◽  
Jeanne Sandella ◽  
Tsung-Hsun Tsai ◽  
David Kuo ◽  
...  
Keyword(s):  
Performance Evaluation ◽  
Concurrent Validity ◽  
Pearson Correlation ◽  
The United States ◽  
National Board ◽  
Cognitive Evaluation ◽  
Competency Domain ◽  
Medical Examiners ◽  
Pearson Correlations ◽  
Level 2

Abstract Context The Comprehensive Osteopathic Medical Licensing Examination of the United States of America (COMLEX-USA) is a three level examination used as a pathway to licensure for students in osteopathic medical education programs. COMLEX-USA Level 2 includes a written assessment of Fundamental Clinical Sciences for Osteopathic Medical Practice (Level 2-Cognitive Evaluation [L2-CE]) delivered in a computer based format and separate performance evaluation (Level 2-Performance Evaluation [L2-PE]) administered through live encounters with standardized patients. L2-PE was designed to augment L2-CE. It is expected that the two examinations measure related yet distinct constructs. Objectives To explore the concurrent validity of L2-CE with L2-PE. Methods First attempt test scores were obtained from the National Board of Osteopathic Medical Examiners database for 6,639 candidates who took L2-CE between June 2019 and May 2020 and matched to the students’ L2-PE scores. The sample represented all colleges of osteopathic medicine and 97.5% of candidates who took L2-CE during the complete 2019–2020 test cycle. We calculated disattenuated correlations between the total score for L2-CE, the L2-CE scores for the seven competency domains (CD1 through CD7), and the L2-PE scores for the Humanistic Domain (HM) and Biomedical/Biomechanical Domain (BM). All scores were on continuous scales. Results Pearson correlations ranged from 0.10 to 0.88 and were all statically significant (p<0.01). L2-CE total score was most strongly correlated with CD2 (0.88) and CD3 (0.85). Pearson correlations between the L2-CE competency domain subscores ranged from 0.17 to 0.70, and correlations which included either HM or BM ranged from 0.10 to 0.34 with the strongest of those correlations being between BM and L2-CE total score (0.34) as well as between HM and BM (0.28).The largest increase between corresponding Pearson and disattenuated correlations was for pairs of scores with lower reliabilities such as CD5 and CD6, which had a Pearson correlation of 0.17 and a disattenuated correlation of 0.68. The smallest increase in correlations was observed in pairs of scores with larger reliabilities such as L2-CE total score and HM, which had a Pearson correlation of 0.23 and a disattenuated correlation of 0.28. The reliability of L2-CE was 0.87, 0.81 for HM, and 0.73 for BM. The reliabilities for the L2-CE competency domain scores ranged from 0.22 to 0.74. The small to moderate correlations between the L2-CE total score and the two L2-PE support the expectation that these examinations measure related but distinct constructs. The correlations between L2-PE and L2-CE competency domain subscores reflect the distribution of items defined by the L2-PE blueprint, providing evidence that the examinations are performing as designed. Conclusions This study provides evidence supporting the validity of the blueprints for constructing COMLEX-USA Levels 2-CE and 2-PE examinations in concert with the purpose and nature of the examinations.

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