Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students

Hwang, Jee-Young; Jeong, Hwee-Soo

doi:10.3946/kjme.2011.23.4.305

Cited by 5 publications

(4 citation statements)

References 19 publications

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“…A survey indicated that adopting the clinical skills test in the KMLE improved the quality of medical school education ( Table 1 ) [ 5 ]. A high score on the written test does not always guarantee a satisfactory score on the clinical skills test, as an analysis of examination results has shown that some examinees who received high scores on the written test failed the clinical skills test [ 7 ]. Some examinees who failed the clinical skills test in 2013 also failed the written test, with a mean score of 213 (range, 123 to 239; SD=23.5).…”

Section: Resultsmentioning

confidence: 99%

Reforms of the Korean Medical Licensing Examination regarding item development and performance evaluation

Yim¹

2015

J Educ Eval Health Prof

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Purpose:The Korean Medical Licensing Examination (KMLE) has undergone a variety of innovative reforms implemented by the National Health Personnel Licensing Examination Board (NHPLEB) in order to make it a competency-based test. The purpose of this article is to describe the ways in which the KMLE has been reformed and the effect of those innovations on medical education in Korea.Methods:Changes in the KMLE were traced from 1994 to 2014 by reviewing the adoption of new policies by the NHPLEB and the relevant literature.Results:The most important reforms that turned the examination into a competency-based test were the following: First, the subjects tested on the exam were revised; second, R-type items were introduced; third, the proportion of items involving problem-solving skills was increased; and fourth, a clinical skills test was introduced in addition to the written test. The literature shows that the above reforms have resulted in more rigorous licensure standards and have improved the educational environment of medical schools in Korea.Conclusion:The reforms of the KMLE have led to improvements in how the competency of examinees is evaluated, as well as improvements in the educational system in medical schools in Korea.

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Section: Resultsmentioning

confidence: 99%

Reforms of the Korean Medical Licensing Examination regarding item development and performance evaluation

Yim¹

2015

J Educ Eval Health Prof

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“…Their authors combined the scores of theories, 3D spotter’s practical knowledge, and OSCE’s to examine the overall performance of students [22]. Some have shown that comprehensive clinical knowledge is required for medical students to gain the appropriate clinical skills [23].…”

Section: Discussionmentioning

confidence: 99%

Retrospective analysis of prevalent anatomy spotter’s examination: an educational audit

Tirpude¹,

Gaikwad²,

P³

et al. 2019

Korean J Med Educ

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Purpose The spotter’s (objectively structured practical examination) is an assessment tool which is widely used to test the practical knowledge of anatomy extensively. In Indian context it is used as an inclusive model in the gross anatomy practical examination and the marks allotted to it varies. The traditional spotter examination often has been blamed for only incorporating the initial levels of revised Bloom’s taxonomy. This study retrospectively analysed the pre-professional spotter’s examination score and tested its efficacy in terms of reliability, internal consistency, validity, educational impact, and resource intensiveness. Methods The summative data of student’s score on four different days of unrepeated spotter’s examination and final theory examination score was collected and tabulated. These four group of students acted as independent cohorts. The difficulty index (DI), point biserial correlation (PBC), Cronbach α (CA) and descriptive statistics of each cohort were calculated. Revised bloom taxonomy rating was applied to spotter’s. Results We found heterogenous distribution of spotter’s in each cohort according to DI. The PBCs and CA of each cohort were acceptable. The majority of spotter’s tested the cognitive and comprehension domain of revised bloom’s taxonomy. There was nonsignificant difference between mean scores of cohorts but we found low positive significant correlation between theory and spotter’s score. Conclusion We concluded that the construct of spotter’s was reliable, internally consistent, had fair validity, variable educational impact, and sustainable resource intensiveness. We propose urgent redesigning of spotter’s to include higher level of taxonomy to comply with emerging curricular changes.

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“…학생들은 1, 2, 3학년 평점과 4학년 CPX 진단고사 성적 간에 유의한 상관성(0.25, 0.41, 0.59)을 보였다. 3학년 임상의학종합평가 성적이 4학년 CPX 진단고사 성적과 보인 상관성(0.29)은 기존의 연구 결과[ 12 , 13 ]에서 보였던 상관성에 비하여 약하였다. 반면 임상의학종합평가 성적은 1, 2학년 평점과는 강한 상관성(0.77, 0.80)을 보였다.…”

Section: 고찰unclassified

Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships

Park¹,

Park²,

Kim³

et al. 2015

Korean J Med Educ

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Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students

Cited by 5 publications

References 19 publications

Reforms of the Korean Medical Licensing Examination regarding item development and performance evaluation

Reforms of the Korean Medical Licensing Examination regarding item development and performance evaluation

Retrospective analysis of prevalent anatomy spotter’s examination: an educational audit

Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships

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