• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Technology,Education and Development Conference >(758)REPLACING A STRUCTURED ORAL EXAMINATION BY A COMPUTER-BASED ASSESSMENT FOR MEDICAL MASTER STUDENTS: FROM ELOQUENCE-BASED TO EVIDENCE-BASED EXAMINATION?
【24h】

(758)REPLACING A STRUCTURED ORAL EXAMINATION BY A COMPUTER-BASED ASSESSMENT FOR MEDICAL MASTER STUDENTS: FROM ELOQUENCE-BASED TO EVIDENCE-BASED EXAMINATION?

机译：（758）通过基于计算机的医学硕士学生的评估取代了结构化口头审查：从以雄辩为基础的循证检查？

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The last three years (master)of the six-year medical curriculum at the University of Geneva are dedicated to the acquisition of clinical knowledge and competences in clinical settings. In areas such as internal medicine or paediatrics, formal evaluation is usually divided in two phases: an objective structured clinical examination (OSCE)with standardised or real patients, and a structured, oral examination (SOE)based on the resolution of paper clinical scenarios assessed by a principal examiner (a faculty member)and a co-examiner (a chief resident). In both situations, the examiners fill in a grid that allows the computation of a score. Since 2008, the SOE has been progressively replaced by a computer-based assessment (CBA)that evaluates the students’ ability to solve several clinical scenarios. Each scenario is divided into sections of one or more questions. During the test, these sequential sections are given successively, so as to mimic the SOE. Within the internal medicine setting, we quantified the human resources required for the SOE and for the CBA. We compared the main results of the assessments of the last two years of SOE and the first two years of CBA. We then investigated how these results were correlated with the continuous bedside assessment made during the year in clinical settings. The reduction in manpower for a single exam easily covered the annual licence fees for the on-line examination program. The internal consistency (Cronbach alpha coefficients)was similar for both types of examination (between 0.8 and 0.9). The number of items was about twice lower for CBA (12.7 vs. 25.9; p<.001)but these items were usually more complex than the dichotomous ones of the SOE grid. More items of the CBA were removed for the final ranking (7.3% vs. 1.0%; p=.001). Regarding the clinical scenarios, the average score was lower for the CBA (-3.0%; p<.001), and the intra-student variability was similar (p=.467), but the between-student variability was larger for the SOE (p<.001). The CBA was slightly better correlated with the continuous bedside assessments made in the clinical settings than the SOE (R2=0.181 vs. R2=0.105), especially with the items regarding the association with the clinical documentation and the patient care management. The shift from oral to computer-based assessment has been broadly accepted by both the students and their examiners. Lack of major changes in reliability and an improved correlation with the continuous assessment in clinical settings support our intent to implement the CBA to other clinical learning units of our curriculum.
机译：日内瓦大学六年医疗课程的过去三年（硕士）致力于收购临床环境中的临床知识和竞争力。在内部医学或儿科等地区，正式评估通常分为两阶段：具有标准化或实验患者的客观结构化临床检查（欧安组织），以及基于评估纸张临床情景的分辨率的结构化，口腔检查（SOE）由主要审查员（教职员工）和共同审查员（主要居民）。在这两种情况下，审查员填写允许计算分数的网格。自2008年以来，SOE已通过基于计算机的评估（CBA）逐步取代，这些评估评估学生解决几种临床情景的能力。每种情况都分为一个或多个问题的部分。在测试期间，这些顺序部分依次给出，以模仿SOE。在内部药物环境中，我们量化了SOE和CBA所需的人力资源。我们比较了过去两年的评估的主要成果和CBA的前两年。然后，我们调查了这些结果如何与临床环境中的年度持续的床边评估相关。单一考试的人力减少容易涵盖在线审查计划的年度许可费用。内部一致性（Cronbach alpha系数）对于两种类型的检查（0.8和0.9之间）相似。 CBA的物品数量大约是较低的两倍（12.7与25.9; P <.001），但这些物品通常比SOE网格中的二分网格更复杂。将更多的CBA项目除以最终排名（7.3％与1.0％; p = .001）。关于临床情景，CBA的平均得分降低（-3.0％; P <.001），学生内的变异性相似（P = .467），但是学生的学生变异性对于SOE较大（p <.001）。 CBA与临床环境中的连续床头柜评估稍微更好地相关，而不是SOE（R2 = 0.181与R2 = 0.105），特别是关于与临床文献和患者护理管理相关的项目。从学生和审查员都广泛接受了来自基于计算机的评估的口头转变。与临床环境中的连续评估缺乏可靠性的重大变化支持我们的意图将CBA实施到课程的其他临床学习单位。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号