Exploratory Factor Analysis of a Computerized Case-Based F-Type Testlet Variant.
Yavuz Selim Kıyak1, Işıl İrem Budakoğlu1, Dilara Bakan Kalaycıoğlu2
1Department of Medical Education and Informatics, Faculty of Medicine, Gazi University, Gazi Üniversitesi Hastanesi E Blok 9. Kat, 06500 Beşevler, Ankara, Turkey.
Medical Science Educator
|October 27, 2023
Summary
Factor analysis of F-type testlets in medical education reveals disciplinary domains explain performance variability. Context specificity persists, highlighting the need for comprehensive content representation in clinical reasoning exams.
Area of Science:
- Medical Education
- Assessment and Evaluation
- Educational Psychology
Background:
- F-type testlets, a type of linear testlet with evolving scenarios, are used in assessments.
- No prior factor analysis studies exist for F-type testlet exams in medical education.
Purpose of the Study:
- To determine the extent to which disciplinary domains influence student performance variability on online case-based F-type testlets.
- To investigate the factor structure of F-type testlets in a medical undergraduate setting.
Main Methods:
- Exploratory factor analysis was conducted on data from 441 final-year undergraduate medical students.
- The online exam comprised ten case-based F-type testlets: six in pediatrics and four in internal medicine.
Main Results:
- Factor analysis revealed a two-factor structure.
- Pediatrics testlets loaded onto the first factor (loadings 0.56–0.77), and internal medicine testlets loaded onto the second factor (loadings 0.65–0.79).
- Disciplinary domains significantly accounted for performance variability.
Conclusions:
- Student performance on F-type testlets is influenced by disciplinary domains, indicating context specificity.
- Medical educators should ensure comprehensive content area representation in clinical reasoning exams to accurately evaluate student skills.
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