La elección de la especialidad medicina intensiva: análisis de los últimos 10 años

Curbelo, José; Fernández-Somoano, Ana; Romero, José María; Villacampa, T.; Sánchez-Lasheras, Fernando; Baladrón, J.

doi:10.1016/j.medin.2017.02.006

Cited by 9 publications

(3 citation statements)

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“…Incluso, a partir de la experiencia acumulada en el análisis psicométrico de la prueba, se han podido formular sugerencias acerca de la manera en la que se podrían detectar preguntas susceptibles de anulación 17 . Además de todo este trabajo enfocado al análisis de las preguntas, se han realizado otros estudios en los que se describían la evolución de la popularidad de algunas especialidades tales como Neurología 18 , Medicina Intensiva 19 , Aparato Digestivo 20 , Radiodiagnóstico 21 y Endocrinología y Nutrición 22 y los números de orden requeridos para poder acceder a plazas en las mismas. Sin embargo, el estudio que aquí se presenta es diferente a todos los anteriores, pues pone su foco principal en el candidato a la prueba MIR y en cómo, a partir de sus características personales, serán capaces de alcanzar, con mayor o menor probabilidad, cierto resultado en la prueba.…”

Section: Discussionunclassified

Resultados obtenidos en la prueba MIR según baremo académico. Convocatorias de 2019 y 2020

Romero¹,

Lasheras²,

Cristóbal³

et al. 2022

Inv Ed Med

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Introducción: El examen de acceso a la especialización médica en España, conocido como prueba MIR, se convoca anualmente desde 1978 y se realiza simultáneamente en diversas sedes distribuidas por toda España. El acceso a las distintas especialidades médicas está condicionado por el baremo académico o puntaje conseguido en el grado de Medicina, entendiendo como tal el promedio de las calificaciones obtenidas durante la carrera en medicina, así como por el resultado de dicha prueba.Objetivo: El objetivo del presente trabajo fue el análisis los resultados de los médicos presentados a las pruebas MIR de 2019 y 2020, en función de su puntaje.Método: Para este estudio se hizo uso de la información publicada por el Ministerio de Sanidad relativa a los resultados definitivos de las convocatorias de la prueba MIR de 2019 y 2020. Dicha información incluye la nota media del baremo académico o puntaje de todos los médicos que realizaron el examen, así como el número de orden obtenido en la prueba.Resultados: Aunque la nota media del expediente de los opositores tiene un peso únicamente del 10% sobre la puntuación que da lugar a su ordenación en la prueba MIR, existe una correlación importante entre el puntaje y el número de orden obtenido que permite escoger entre las diferentes plazas de formación sanitaria especializada ofertadas en la convocatoria.Conclusiones: En la mayor parte de los casos, los individuos que obtuvieron una mejor nota media en el grado de Medicina son los que obtienen los mejores resultados en la prueba MIR. Esto se debe a un mayor nivel de conocimientos de partida al inicio de la preparación de la prueba, junto con un mejor aprovechamiento de dicho tiempo de preparación, ligado a su capacidad y hábito de trabajo, entrenados previamente a lo largo de los seis cursos del grado.

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Section: Discussionunclassified

Resultados obtenidos en la prueba MIR según baremo académico. Convocatorias de 2019 y 2020

Romero¹,

Lasheras²,

Cristóbal³

et al. 2022

Inv Ed Med

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“…In the 2019 and 2020 exams, the number of questions was reduced to 175, plus 10 reserve questions, and the duration of the exam was shortened to 4 h. These changes were not due to the COVID-19 pandemic but were intentional changes in the exam structure made by the Ministry of Health. In the two most recent exams (2021 and 2022), there were 200 questions with 10 reserve questions, and the allotted time was 4 and a half hours [ 8 – 13 ].…”

Section: Introductionmentioning

confidence: 99%

Improving the ability to discriminate medical multiple-choice questions through the analysis of the competitive examination to assign residency positions in Spain

Murias Quintana,

Rodríguez Castro,

Sánchez Lasheras

et al. 2024

BMC Med Educ

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Introduction Psychometrics plays a vital role in evaluating educational research, including the analysis of multiple-choice exams. This study aims to improve the discriminatory ability of the “Médico Interno Residente” (MIR) medical exam in Spain, used to rank candidates for specialized healthcare training, through psychometric analysis. Methods We analyzed 2,890 MIR exam questions from 2009 to 2021 (totaling 147,214 exams), categorizing them based on methodology and response type. Evaluation employed classical test theory and item response theory (IRT). Classical test theory determined difficulty and discrimination indices, while IRT assessed the relationship between knowledge levels and question performance. Results Question distribution varied across categories and years. Frequently addressed knowledge areas included various medical specialties. Non-image-associated clinical cases were the easiest, while case-based clinical questions exhibited the highest discriminatory capacity, differing significantly from image-based case or negative questions. High-quality questions without images had longer stems but shorter answer choices. Adding images reduced discriminatory power and question difficulty, with image-based questions being easier. Clinical cases with images had shorter stems and longer answer choices. Conclusions For improved exam performance, we recommend using a clinical case format followed by direct short-answer questions. Questions should be of low difficulty, providing clear and specific answers based on scientific evidence and avoiding ambiguity. Typical clinical cases with key characteristic features should be presented, excluding uncertain boundaries of medical knowledge. Questions should have lengthy stems and concise answer choices, minimizing speculation. If images are used, they should be typical, clear, consistent with the exam, and presented within clinical cases using clinical semiotics and propaedeutics.

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“…Since 1978 [1], access to specialized medical training in Spain has been done through the MIR test [2][3][4][5][6]. This test is convened by the Ministries of Health and Education and is held annually.…”

Section: Introductionmentioning

confidence: 99%

The MIR 2018 Exam: Psychometric Study and Comparison with the Previous Nine Years

Baladrón¹,

Lasheras

Ladrero³

et al. 2019

Medicina

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Background and Objectives: The aim of the present research is to study the questions used in the 2018 MIR exam (a test that allows access to specialized medical training in Spain), describe their psychometric properties, and evaluate their quality. Materials and Methods: This analysis is performed with the help of classical test theory (CTT) and item response theory (IRT). The answers given to the test questions by a total of 3868 physicians are analyzed. Results: According to CTT, the average difficulty index for all of the test questions was 0.629, which falls into the acceptable category. The average difficulty index with correction for random effects was 0.515, which corresponds to a value within the optimal range. The mean discrimination index was 0.277, which is in the good category, while the mean point biserial correlation coefficient, with a value of 0.275 fits in the regular category. The values of difficulty and discrimination calculated according to the model of two parameters of the IRT seem adequate with average values of −0.389 and 0.677. The Cronbach alpha score obtained for the overall test was 0.944. This value is considered as very good. Conclusions: A decrease was observed in the average values of discrimination in the last three calls, which may be related to the greater proportion of Spanish graduates that take the exam in the same year of finalization of their studies in Medicine.

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La elección de la especialidad medicina intensiva: análisis de los últimos 10 años

Cited by 9 publications

References 0 publications

Resultados obtenidos en la prueba MIR según baremo académico. Convocatorias de 2019 y 2020

Resultados obtenidos en la prueba MIR según baremo académico. Convocatorias de 2019 y 2020

Improving the ability to discriminate medical multiple-choice questions through the analysis of the competitive examination to assign residency positions in Spain

The MIR 2018 Exam: Psychometric Study and Comparison with the Previous Nine Years

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