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Using generalizability analysis to estimate parameters for anatomy assessments: A multi-institutional study.

Jessica N Byram1, Mark F Seifert1, William S Brooks2

  • 1Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana.

Anatomical Sciences Education
|July 27, 2016
PubMed
Summary

Determining the number of anatomy questions needed for reliable medical education assessments is crucial. This study found 30 written and 25 practical items per exam are necessary to achieve a 0.80 reliability standard for anatomical knowledge.

Keywords:
anatomy assessmentcurriculum integrationexamination reliabilitygross anatomy educationhistology assessmenthistology educationmedical education

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Area of Science:

  • Medical Education
  • Anatomy Education Research

Background:

  • Integrated curricula and multidisciplinary assessments are increasing in medical education.
  • Educational research is needed to understand the impact of these integrated practices.

Purpose of the Study:

  • To determine the minimum number of items required for reliable assessment of anatomical knowledge.
  • To analyze item requirements for gross anatomy and histology in both discipline-based and integrated formats.

Main Methods:

  • A generalizability analysis was performed on written and practical examination items from three medical schools.
  • A partially nested design (s×(i:o)) was used, with items nested within occasions and crossed with students.
  • A reliability standard of 0.80 guided the determination of the minimum number of items needed per examination.

Main Results:

  • Decision study plots illustrate the relationship between the number of items and assessment reliability.
  • For gross anatomy, an estimated 30 written and 25 practical items per examination are needed to achieve 0.80 reliability.
  • These findings are applicable to summative assessments in integrated medical curricula.

Conclusions:

  • This study provides educators with data to evaluate the sufficiency of anatomy content in multidisciplinary assessments.
  • Ensuring an adequate number of items is vital for making reliable judgments about students' anatomical knowledge and aptitude.
  • The findings support evidence-based test construction in anatomy education.