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Multiple tutorial-based assessments: a generalizability study.

Christina St-Onge1, Eric Frenette, Daniel J Côté

  • 1Faculté de médecine et des sciences de la santé, Université de Sherbrooke, Sherbrooke, Canada. Christina.St-Onge@USherbrooke.ca.

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Summary
This summary is machine-generated.

The Tutotest-Lite assessment effectively measures clinical domains in problem-based learning (PBL) curricula. This tutorial-based assessment provides reliable scores with as few as five observations annually.

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Area of Science:

  • Medical Education
  • Assessment in Medical Training
  • Problem-Based Learning (PBL)

Background:

  • Traditional assessments (MCQs, short-answer) differ from tutorial-based methods in problem-based learning (PBL).
  • While multiple observations enhance score reliability, this is often impractical in undergraduate medical education.
  • The reliability of the Tutotest-Lite, a tutorial-based assessment, was investigated.

Purpose of the Study:

  • To evaluate the overall reliability of the Tutotest-Lite assessment.
  • To determine if Tutotest-Lite can effectively profile clinical domains within a PBL curriculum.

Main Methods:

  • Utilized scores from multiple units across the first two years of a system-based PBL curriculum.
  • Employed G-Study and D-Study analyses to assess generalizability and reliability.

Main Results:

  • G-Study analysis indicated acceptable generalizability (g-coefficients of 0.84 for Year 1, 0.83 for Year 2).
  • D-Studies suggested that five observations per year could yield sufficiently reliable scores.
  • The Tutotest-Lite demonstrated reliable measurement of clinical domains.

Conclusions:

  • The Tutotest-Lite is a reliable tool for assessing clinical domains in PBL.
  • Supports the use of Tutotest-Lite for evaluating student performance across different PBL units.
  • Efficient assessment design is achievable with minimal observations.