重复项目开发培训对医学教师成员项目难度指数预测的影响
Hye Yoon Lee1, So Jung Yune2, Sang Yeoup Lee3,4
1Division of Humanities and Social Medicine, Pusan National University School of Korean Medicine, Yangsan, Republic of Korea.
BMC medical education
|May 30, 2024
概括
教师培训提高了医疗多项选择题中预测项目难度的准确性. 这种增强确保了评估与教育目标保持一致,有利于医学教育.
科学领域:
- 医学教育 医学教育
- 评估和评价的评估和评估.
背景情况:
- 项目难度对于准确评估学生理解能力至关重要.
- 调整项目难度对于实现评估目标至关重要.
- 该研究解决了医疗教育中预测项目难度的准确性提高的需要.
研究的目的:
- 确定重复的项目开发培训是否提高了医学院在预测项目难度方面的准确性.
- 提高医疗评估中的多选择题质量.
主要方法:
- 一个教师发展计划专注于项目难度预测和发展原则.
- 预测与实际项目难度的Interrater可靠性在训练前和训练后进行了评估.
- 分析了来自62名教师和260-316名医学学生的多选项项目的数据.
主要成果:
- 预培训:在预测与实际困难中只有一个学科 (心脏病学) 的显著一致.
- 培训后:在四个科目 (内科,心脏病学,神经病学,预防医学) 中达成显著一致,整体平均难度.
- 训练后:所有受试者都达到了所需的难度范围 (0.45-0.75),神经病学明显改善.
结论:
- 重复的项目开发培训提高了教师准确预测和调整项目难度的能力.
- 这种培训有利于将考试难度与预期的教育目的相协调.
- 建议对教师发展计划进行进一步的研究,以全面探索这些好处.
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