Risk Factors Associated with Poor Computer-based Testing (CBT) Scores - Comparing Students' Performance "Without/With...

Area of Science:

• Medical Education
• Psychological Assessment

Background:

• The COVID-19 pandemic necessitated a shift to online learning for students globally.
• Assessing the impact of this transition on standardized test performance is crucial for understanding educational outcomes.

Purpose of the Study:

• To compare student performance on the CBT (Computer-Based Test) before and during the COVID-19 pandemic.
• To identify factors contributing to poor CBT scores among students.

Main Methods:

• A retrospective analysis of CBT scores from 530 students between 2018 and 2021.
• Comparison of scores from the pre-pandemic period ('without COVID-19') and the pandemic period ('with COVID-19').

Main Results:

• Mean CBT scores were significantly higher during the COVID-19 period (534.4±80.8) compared to the pre-pandemic period (495.7±85.9).
• The incidence of poor CBT scores (below 400) decreased from 10.4% pre-pandemic to 5.9% during the pandemic.
• Poor prior academic performance, late preparation, and lack of practice exams were associated with higher risks of poor CBT scores.

Conclusions:

• Increased online home study during the pandemic may have positively influenced CBT scores.
• While scores improved, the pandemic limited opportunities for crucial extracurricular activities and experiences.
• The overall benefit to medical students requires a nuanced evaluation beyond just test scores.