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

Swygert, Kimberly A.; Balog, Kevin P.; Jobe, Ann C.

doi:10.1097/acm.0b013e3181eadb25

Cited by 20 publications

(27 citation statements)

References 7 publications

(14 reference statements)

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“…Como se dijo, la Escuela de Medicina de la Universidad de Chile presenta experiencia en este examen estandarizado, el ECOE 6 , que pretende "muestrear", relevando una muestra significativa de los desempeños como médico de un postulante. Sobre este examen los estudios internacionales avalan validez y confiabilidad [15][16][17][18] . A la fecha, ASO-FAMECH informa de 2 universidades que utilizan esta modalidad de examen en revalida médica, la Pontificia Universidad Católica de Chile y la Universidad de Chile 21 .…”

Section: Discussionunclassified

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La revalidación práctica del título de médico cirujano a través de un método estandarizado: Experiencia de la Universidad de Chile

Kunakov

Bozzo

2015

Rev. méd. Chile

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Section: Discussionunclassified

“…Sin embargo, el examen evalúa desempeño, las conductas y hábitos sobre las cuales se asienta el desempeño son difíciles de cambiar. En USA se ha demostrado que revalidantes repitiendo las mismas estaciones no mejoran su performance, indicando que no existe un aprendizaje en su desempeño aunque se repitan las mismas condiciones 15 .…”

Section: Discussionunclassified

La revalidación práctica del título de médico cirujano a través de un método estandarizado: Experiencia de la Universidad de Chile

Kunakov

Bozzo

2015

Rev. méd. Chile

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“…However, the CINED curriculum did not emphasize physical examination. Even repeated evaluations do not necessarily lead to improved physical examination scores among trainees who encounter some of the same patients in successive OSCE's (Swygert et al 2010). …”

Section: Discussionmentioning

confidence: 99%

Chronic illness needs educated doctors: An innovative primary care training program for chronic illness education

Nieman

Liu

2011

Medical Teacher

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Background: Medical educators need proven curriculum innovations that prepare trainees for the expanding number of patients with chronic illnesses. Purpose: We describe and evaluate the effectiveness of a chronic illness training program, Chronic Illness Needs Educated Doctors (CINED). Method: Forty-seven trainees completed four instructional components: (1) measurements of the health-related quality of life of patients with chronic illnesses; (2) didactic sessions in which they described chronically ill patients and their care; (3) written narratives describing the trainees' reactions for these patients; and (4) portfolios offering evidence of chronic illness learning. We measured the accuracy of the trainees' clinical skills at the end of CINED with an objective standardized clinical exercise (OSCE). Results: Forty-seven trainees scored the perceptions of mental and physical health of 414 chronic illnesses patients. In 47 didactic sessions and 93 written narratives, the trainees explained the relationship between the scores and their clinical observations. Accurate differential diagnoses of and communications with chronically ill patients were observed in an OSCE by standardized patients. The trainers rated 13 of the trainees' chronic illness portfolios as excellent and the remainder satisfactory. Conclusion: Initial evaluations suggest that the CINED is an effective curriculum for promoting chronic illness learning among trainees.

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“…Although there has been very little research on retest effects on performance-based examinations, score gains appear to be larger than for multiplechoice tests (Raymond and Luciw-Dubas 2010;Schleicher et al 2010). The most extensive and directly relevant study on retest effects in performance assessment was conducted on the Step 2 Clinical Skills Examination Ò (Step 2 CS) administered as part of a licensure requirement to practice medicine in the United States (Swygert et al 2010). That investigation reported gains averaging about 0.87 standard deviation (SD) units across all examinee groups and skill domains.…”

Section: Introductionmentioning

confidence: 99%

“…The mean score increase on CIS was 1.3 SD units for international medical graduates (IMGs) and 0.9 SD units for US medical graduates. Swygert et al (2010) hypothesized that the larger score gains for IMGs might be due to their lack of familiarity with the SP assessment format. Their findings replicate an earlier study on the precursor to the Step 2 CS exam which was taken only by IMGs (Boulet et al 2003).…”

Section: Introductionmentioning

confidence: 99%

Measurement precision for repeat examinees on a standardized patient examination

Raymond

Swygert

Kahraman

2011

Adv in Health Sci Educ

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Examinees who initially fail and later repeat an SP-based clinical skills exam typically exhibit large score gains on their second attempt, suggesting the possibility that examinees were not well measured on one of those attempts. This study evaluates score precision for examinees who repeated an SP-based clinical skills test administered as part of the US Medical Licensing Examination sequence. Generalizability theory was used as the basis for computing conditional standard errors of measurement (SEM) for individual examinees. Conditional SEMs were computed for approximately 60,000 single-take examinees and 5,000 repeat examinees who completed the Step 2 Clinical Skills Examination(®) between 2007 and 2009. The study focused exclusively on ratings of communication and interpersonal skills. Conditional SEMs for single-take and repeat examinees were nearly indistinguishable across most of the score scale. US graduates and IMGs were measured with equal levels of precision at all score levels, as were examinees with differing levels of skill speaking English. There was no evidence that examinees with the largest score changes were measured poorly on either their first or second attempt. The large score increases for repeat examinees on this SP-based exam probably cannot be attributed to unexpectedly large errors of measurement.

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

Abstract: Examinees taking Step 2 CS for the second time improve on average, and those with prior exposure to exam information do not appear to benefit unfairly from this exposure.

Cited by 20 publications

References 7 publications

La revalidación práctica del título de médico cirujano a través de un método estandarizado: Experiencia de la Universidad de Chile

La revalidación práctica del título de médico cirujano a través de un método estandarizado: Experiencia de la Universidad de Chile

Chronic illness needs educated doctors: An innovative primary care training program for chronic illness education

Measurement precision for repeat examinees on a standardized patient examination

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