The Effect of Formal Feedback Sessions on Test Security for a Clinical Practice Examination using Standardized Patients

The effect of defined violations of test security on admissions outcomes using multiple mini-interviews

“…Less clear is the influence of the extent of the violation. One 5 of 2 5,15 OSCE studies with egregious and identifiable violations suggested that extent of violation is a critical factor. In the first 2 MMI studies broadcasting of the stem alone, a more limited violation, had no significant impact on test scores.…”

“…Literature exists outlining this impact in the domain of clinical skills assessment. Of 18 studies, 6 showed a statistically significant improvement in performance after test security violations, 4–9 4 showed limited benefits 10–13 and 4 revealed no difference 14–21 . Due perhaps to the equivocal nature of these results, Swanson et al.…”

“…Of 18 studies, 6 showed a statistically significant improvement in performance after test security violations, 4-9 4 showed limited benefits [10][11][12][13] and 4 revealed no difference. [14][15][16][17][18][19][20][21] Due perhaps to the equivocal nature of these results, Swanson et al, 22 in their review of this literature, promoted the need for methodological improvements in this area. They described 4 key methodological aspects to ensure when designing these types of studies.…”

The Impact of Repeat Information on Examinee Performance for a Large-Scale Standardized-Patient Examination

“…Very little recent literature examines the effect of repeat information on repeat examinees' scores; many of the studies cited above were published more than 10 years ago. [3][4][5][6][7] Also, although Step 2 CS is very similar to the CSA, Step 2 CS has slightly different components than did the CSA; Step 2 CS measures spoken English skills and communication skills on discrete scales, whereas the CSA combined them into one scale. The passing standards for Step 2 CS are different from those for the CSA, and, further, Step 2 CS has a much more heterogeneous examinee pool that includes United States and Canadian medical graduates (USMGs)-not just IMGs.…”

Sharing of Information among Students and Its Effect on the Scores of Clinical Performance Examination (CPX)

“…(Mavis, 2000). 시험에 대한 피드백을 구체적 으로 주는 것 자체가 시험성적에 큰 영향을 주지는 않았다 (Furman et al, 1997) (Swartz et al, 1993). OSCE의 문제 내용이 학 생실습 학습목표와 일치한다면 사전실습교육시간은 OSCE성적에 큰 영향이 없다고 알려져 있다 (Thomas & Shatzer, 2000).…”