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The effects of task sequence on examinee performance.

Danette W McKinley1, John R Boulet

  • 1Educational Commission for Foreign Medical Graduates, Philadelphia, Pennsylvania 19104, USA. dmckinley@ecfmg.org

Teaching and Learning in Medicine
|February 28, 2004
PubMed
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The order of encounters in standardized patient assessments has a small but significant impact on examinee performance. Examinees generally improve as they progress, suggesting familiarity with the assessment format influences results.

Area of Science:

  • Medical Education Research
  • Assessment and Evaluation

Background:

  • The sequence of encounters in performance-based exams can affect examinee performance.
  • Compromised assessment validity may result from sequence-dependent performance variations.

Purpose of the Study:

  • To investigate the impact of encounter order in a multistation standardized patient assessment on examinee performance.
  • To determine if examinee experience and familiarity explain performance variations due to sequence.

Main Methods:

  • Analysis of performance data from over 11,000 examinees.
  • Evaluation of trends across a 10-station clinical skills assessment.

Main Results:

  • Administration sequence significantly impacts examinee performance, though the effect is small.

Related Experiment Videos

  • Examinees tend to perform better on later encounters, particularly in the initial stages.

    • Conclusions:

    • Increased comfort with the examination format likely contributes to performance improvements.
    • Fixed sequences in assessments with small, consistent performance gains are unlikely to compromise fairness.