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Computer-based testing: initial report of extensive use in a medical school curriculum
Michael W Peterson1, Joel Gordon, Scott Elliott
1Department of Medicine, University of California San Francisco, USA. michael.peterson@ucsfresno.edu
Teaching and Learning in Medicine
|February 28, 2004
Summary
Computer-based testing (CBT) in medical education offers enhanced learning opportunities and improved exam item control. Careful evaluation ensures CBT measures knowledge, not technology comfort, addressing security and infrastructure needs.
Area of Science:
- Medical Education Technology
- Digital Learning Tools
- Assessment in Healthcare
Background:
- Computer-based digital technology presents significant opportunities for advancing medical education.
- Computer-based testing (CBT) is a key digital tool with broad applicability across various medical training levels.
Purpose of the Study:
- To describe the development and implementation of computer-based testing (CBT) within an undergraduate medical curriculum.
- To share a 5-year experience with CBT to foster discussion on its effective application and evaluation.
Main Methods:
- Development of CBT within an undergraduate medical curriculum.
- Addressing technological and infrastructure requirements for CBT implementation.
- Strategies for ensuring CBT assesses knowledge rather than technological proficiency.
Main Results:
- CBT allows for easier exam item control, editing, and multimedia integration.
- Effective feedback mechanisms can be incorporated into the learning environment via CBT.
- CBT presents unique security challenges that require specific approaches and considerations.
Conclusions:
- Successful CBT implementation requires careful evaluation of its impact on knowledge assessment.
- Institutions must understand technical and infrastructure needs before adopting CBT.
- The article aims to facilitate dialogue among medical educators regarding CBT's role and assessment.