Guidelines for Creating Written Clinical Reasoning Exams: Insight from a Delphi Study

Cambron-Goulet, Évelyne; Dumas, Jean‐Pierre; Bergeron, Edith; Bergeron, Linda; St‐Onge, Christina

doi:10.1016/j.hpe.2018.09.001

Cited by 4 publications

(4 citation statements)

References 24 publications

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“…Problem solving as clinical reasoning is one of the major goals to be achieved during medical education, which takes a long period of time (usually at least five to six years) 39 . Irrespective of debates regarding the underlying mechanisms of higher-order thinking, there is no denying the fact that clinical reasoning encompasses cognitive and decision-making processes that enable physicians to choose the most relevant actions in a given context 40 . Medical teaching programs recognize the importance of clinical reasoning and embed its teaching into their curricula 40 .…”

Section: Discussionmentioning

confidence: 99%

“…Irrespective of debates regarding the underlying mechanisms of higher-order thinking, there is no denying the fact that clinical reasoning encompasses cognitive and decision-making processes that enable physicians to choose the most relevant actions in a given context 40 . Medical teaching programs recognize the importance of clinical reasoning and embed its teaching into their curricula 40 . Often used in final medical examinations, EMQ offer the opportunity to monitor clinical reasoning in a way not feasible through traditional MCQ.…”

Section: Discussionmentioning

confidence: 99%

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Item format statistics and readability of extended matching questions as an effective tool to assess medical students

Frey

Leutritz

Backhaus

et al. 2022

Sci Rep

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Testing based on multiple choice questions (MCQ) is one of the most established forms of assessment, not only in the medical field. Extended matching questions (EMQ) represent a specific type of MCQ designed to require higher levels of cognition, such as problem-solving. The purpose of this evaluation was to assess the suitability and efficiency of EMQ as an assessment method. EMQ were incorporated into the end-of-semester examination in internal medicine, in which 154 students participated, and compared with three established MCQ types. Item and examination quality were investigated, as well as readability and processing time. EMQ were slightly more difficult to score; however, both item discrimination and discrimination index were higher when compared to other item types. EMQ were found to be significantly longer and required more processing time, but readability was improved. Students judged EMQ as clearly challenging, but attributed significantly higher clinical relevance when compared to established MCQ formats. Using the Spearman-Brown prediction, only ten EMQ items would be needed to reproduce the Cronbach’s alpha value of 0.75 attained for the overall examination. EMQ proved to be both efficient and suitable when assessing medical students, demonstrating powerful characteristics of reliability. Their expanded use in favor of common MCQ could save examination time without losing out on statistical quality.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Item format statistics and readability of extended matching questions as an effective tool to assess medical students

Frey

Leutritz

Backhaus

et al. 2022

Sci Rep

View full text Add to dashboard Cite

show abstract

“…Each question carries an equal weighting, is scored out of 10 marks (with half-marks), and is scored to a marking rubric. The SAQ exam has been designed to test the candidates’ higher level diagnostic decision making processes [ 22 , 23 ], in conjunction with the foundational knowledge assessed in the clinical science MCQ exam. Candidates are variously required to: describe abnormal or normal features; discuss observations in anatomical, biochemical, microbiological and/or pathological terms; offer a diagnosis or diagnoses to account for observations and provide justifications for the diagnoses; suggest appropriate treatment or management, including criteria for referral or monitoring; and list systemic, ocular and visual signs and symptoms associated with the condition.…”

Section: Methodsmentioning

confidence: 99%

Assessing professional competence in optometry – a review of the development and validity of the written component of the competency in optometry examination (COE)

et al. 2021

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Background Credentialing assessment for overseas-educated optometrists seeking registration in Australia and New Zealand is administered by the Optometry Council of Australia and New Zealand. The aim was to review the validation and outcomes of the written components of this exam to demonstrate credentialing meets entry-level competency standards. Methods The Competency in Optometry Examination consists of two written and two clinical parts. Part 1 of the written exam comprises multiple choice questions (MCQ) covering basic and clinical science, while Part 2 has 18 short answer questions (SAQ) examining diagnosis and management. Candidates must pass both written components to progress to the clinical exam. Validity was evaluated using Kane’s framework for scoring (marking criteria, item analysis), generalization (blueprint), extrapolation (standard setting), and implications (outcome, including pass rates). A competency-based blueprint, the Optometry Australia Entry-level Competency Standards for Optometry 2014, guided question selection with the number of items weighted towards key competencies. A standard setting exercise, last conducted in 2017, was used to determine the minimum standard for both written exams. Item response theory (Rasch) was used to analyse exams, produce reliability metrics, apply consistent standards to the results, calibrate difficulty across exams, and score candidates. Results Data is reported on 12 administrations of the written examination since 2014. Of the 193 candidates who sat the exam over the study period, 133 (68.9%) passed and moved on to the practical component. Ninety-one (47.2%) passed both the MCQ and SAQ exams on their first attempt. The MCQ exam has displayed consistently high reliability (reliability index range 0.71 to 0.93, average 0.88) across all 12 administrations. Prior to September 2017 the SAQ had a set cutscore of 50%, and the difficulty of the exam was variable. Since the introduction of Rasch analysis to calibrate difficulty across exams, the reliability and power of the SAQ exam has been consistently high (separation index range 0.82 to 0.93, average 0.86). Conclusions The findings from collective evidence support the validity of the written components (MCQ and SAQ) of the credentialing of the competency of overseas-educated optometrists in Australia and New Zealand.

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“…Dalam dunia Pendidikan, ujian merupakan salah satu aspek penting dalam institusi pendidikan untuk mengukur seberapa jauh kemampuan dan pengetahuan siswa terkait materi yang sudah diberikan [4]. Ujian tulis [5] merupakan salah satu metode yang paling banyak digunakan sampai saat ini [6]. Walaupun beberapa kampus atau sekolah sudah melakukan ujian berbasis komputer [7].…”

Section: Pendahuluanunclassified

Pendeteksian Kecurangan Ujian Melalui CCTV Menggunakan Algoritma YOLOv5

Bimantoro,

Wijaya,

Aohana

2024

Stains

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Penggunaan teknologi di sektor pendidikan, khususnya ketika ujian, masih menghadapi tantangan berupa tingkat kecurangan yang tinggi. Salah satu penerapan teknologi ini adalah pendeteksian kecurangan saat ujian menggunakan CCTV. YOLO merupaan salah satu metode yang cukup handal untuk melakukan deteksi objek, dan YOLOv5 adalah salah satu varian YOLO yang mampu memberikan performa baik pada perangkat yang minim.Penelitian ini mengusulkan penerapan algoritma YOLOv5 untuk mendeteksi kecurangan melalui CCTV. Penelitian ini fokus pada efisiensi dan performa, dengan membandingkan tiga varian YOLOv5, yaitu YOLOv5l, YOLOv5m, dan YOLOv5s. Dataset yang digunakan merupakan rekaman video CCTV yang berada pada ruang kelas, dimana dataset ini terdiri dari 5 kelas (1 kelas normal, dan 4 kelas tindakan kecurangan). Pengujian dilakukan dengan membandingkan performa dari ketiga varian YOLOv5. Berdasarkan hasil pengujian, beban komputasi YOLOv5s saat pelatihan adalah 9,1 ms, 7x jauh lebih kecil dari pada YOLOv5l dan 3x lebih kecil dari YOLOv5m. Selain itu performa YOLOv5s lebih baik dibandingkan dengan YOLOv5l dan YOLOv5m, dengan akurasi, AP, AR dan mAP:50 sebesar 0,43, 0,492, 0,431,dan 0,549 secara berurutan. Hasil tersebut menegaskan bahwa YOLOv5s yang terbaik baik secara beban komputasi maupun performa. Meskipun demikian, perlu dilakukan perbaikan kualitas dan kuantitas dataset dan juga metode untuk meningkatkan performa dari pendeteksi kecurangan melalui CCTV ini.

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Guidelines for Creating Written Clinical Reasoning Exams: Insight from a Delphi Study

Cited by 4 publications

References 24 publications

Item format statistics and readability of extended matching questions as an effective tool to assess medical students

Item format statistics and readability of extended matching questions as an effective tool to assess medical students

Assessing professional competence in optometry – a review of the development and validity of the written component of the competency in optometry examination (COE)

Pendeteksian Kecurangan Ujian Melalui CCTV Menggunakan Algoritma YOLOv5

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