Progress Testing of Basic Science Application During a Clinical Competency-Based Curriculum Pilot
dc.contributor.author | Stansfield, R. Brent | |
dc.contributor.author | Gruppen, Larry D. | |
dc.contributor.author | Chris, Ricketts | |
dc.contributor.author | Rajesh, Mangrulkar | |
dc.date.accessioned | 2010-05-17T05:07:36Z | |
dc.date.available | 2010-05-17T05:07:36Z | |
dc.date.issued | 2010-05-17 | |
dc.identifier.uri | https://hdl.handle.net/2027.42/71389 | |
dc.description.abstract | Background: In a clinical comptentency-based curriculum, assessment of students' basic science knowledge is important. During a feasibility pilot of such a curriculum, six students acquired basic science knowledge about three clinical domains (renal failure, trauma, hyperglycemia) from clinical encounters with real patients as well as traditional learning resources. Summary of Work: Multiple choice items used for progress tests at Peninsula Medical School were assembled into three 50 item tests, administered online at 2-week intervals. Items used clinical scenarios to test knowledge in the 3 domains plus a control domain (infectious disease). Complete item and answers were provided after each test as formative feedback. Summary of Results: Tests were difficult (mean topic scores from 32\% to 80\%). Repeated items were easier (80\%) than novel items (58\%). Scores on items that specifically addressed learning objectives improved, though not statistically significantly. Conclusions: Brief progress tests are feasible assessments of student learning, though the reliability is a concern in this pilot. Take home messages: Short progress tests may not be the most sensitive way to evaluate basic science knowledge in a clinical competence curriculum. Longer or more focused tests given at longer intervals may be more sensitive to knowledge application abilities acquired during training. | en_US |
dc.format.extent | 4187457 bytes | |
dc.format.extent | 3627116 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en_US | en_US |
dc.subject | Knowledge Tests | en_US |
dc.subject | Formative Assessment | en_US |
dc.title | Progress Testing of Basic Science Application During a Clinical Competency-Based Curriculum Pilot | en_US |
dc.type | Presentation | en_US |
dc.subject.hlbsecondlevel | Medicine (General) | |
dc.subject.hlbtoplevel | Health Sciences | |
dc.contributor.affiliationum | Medical Education, Department of | en_US |
dc.contributor.affiliationother | Peninsula College of Medicine | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/71389/3/article.pdf | |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/71389/1/slides.pdf | |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/71389/7/stansfield01.pdf | |
dc.identifier.source | The 14th Ottawa Conference | en_US |
dc.owningcollname | Learning Health Sciences, Department of (DLHS) |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.