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Related Concept Videos

Nursing Assessment01:29

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The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments...
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The nursing assessment of the genitourinary (GU) system involves a systematic inspection and palpation to identify abnormalities in the kidneys, bladder, and surrounding structures.InspectionMouth: Inspect for signs of kidney dysfunction, such as stomatitis (inflammation of the mouth) and ammonia breath, which may occur in advanced kidney disease due to the buildup of urea, breaking down into ammonia.Skin: Check for pallor, which could indicate anemia caused by kidney disease. Look for...
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Development of an assessment technique for basic science retention using the NBME subject exam data.

Alexandra R Matus1, Lyndsey N Matus1, Adam Hiltz1

  • 1Department of Medical Education, The University of Toledo College of Medicine and Life Sciences, Toledo, OH, USA.

BMC Medical Education
|November 10, 2022
PubMed
Summary

This study shows cognitive diagnostic assessment (CDA) can measure medical students' basic science knowledge retention during clerkships, identifying strengths and weaknesses for curriculum improvement.

Keywords:
Basic science knowledge retentionFoundational sciencesQuantitative analysis of assessmentsSubject examUndergraduate Medical Education (UME)

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Area of Science:

  • Medical Education
  • Cognitive Psychology
  • Health Professions Education

Background:

  • Assessing basic science knowledge retention in medical education presents challenges.
  • National Board of Medical Examiners (NBME) clerkship exams reflect preclinical basic science knowledge.
  • Effective assessment methods are crucial for tracking knowledge retention during clinical training.

Purpose of the Study:

  • To determine if cognitive diagnostic assessment (CDA) can analyze basic science knowledge retention using NBME subject exam data.
  • To pilot a CDA model for evaluating student mastery of specific content areas during clerkships.
  • To explore the application of CDA for identifying learning gaps and informing curriculum adjustments.

Main Methods:

  • Acquired NBME item analysis reports for pediatric clerkship exams (2017-2020).
  • Developed a question-by-content Q-matrix linking exam items to necessary skills and content.
  • Applied the DINA (deterministic input, noisy "and" gate) cognitive diagnostic model to analyze student content mastery in 12 basic science areas.

Main Results:

  • Identified specific strengths and weaknesses in basic science content areas for students in the pediatric clerkship.
  • Demonstrated varying levels of student mastery, e.g., "Reproductive systems" (83.8% ± 2.2%) vs. "Skin and subcutaneous tissue" (60.7% ± 3.2%).
  • The CDA approach provided quantitative insights into knowledge retention at the content level.

Conclusions:

  • The pilot study validates CDA as a technique for quantitatively measuring basic science knowledge retention during clerkships.
  • Aggregated data across clerkships can enable comparisons of content areas and identify inter-clerkship variations.
  • This method facilitates longitudinal tracking of student performance and guides targeted curricular improvements for enhanced medical education quality.