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Related Experiment Videos

Repeated use of computerized case simulations in a test format does not present a security risk.

T G Lynch1, R J Zadalis, P D Schneider

  • 1Department of Surgery, College of Medicine, University of Nebraska Medical Center, Omaha 68198-4395, USA.

American Journal of Surgery
|April 29, 1999
PubMed
Summary

Repeated use of computer-based case simulations in medical education showed scores increasing within a year but not between academic years. This suggests knowledge gains, not test familiarity, impact student performance.

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Area of Science:

  • Medical Education
  • Computer-Based Assessment
  • Surgical Clerkship

Background:

  • Computer-based exams evaluate patient care strategies in realistic settings.
  • Developing these complex simulations is challenging, often requiring repeated use of the same cases.

Purpose of the Study:

  • To assess the impact of repeated, serial administration of computerized case simulations on student performance.
  • To determine if test information transfer affects performance in subsequent academic years.

Main Methods:

  • Administered 8 computer-based case simulations over 2 years to 252 third-year medical students.
  • Utilized one-way ANOVA and Scheffe pairwise comparisons to analyze score changes across rotations and between academic years.

Main Results:

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  • Student scores significantly increased across rotations within each academic year.
  • No significant difference in scores was observed between consecutive academic years.

Conclusions:

  • Performance improvements are attributed to knowledge acquisition during the clerkship year.
  • Evidence does not support test information transfer influencing performance of successive student cohorts.