在临床教育中推进可靠性评估:一个概括性理论视角
Giray Kolcu1,2, Süleyman A Çalişkan3
1Department of Family Medicine, Süleyman Demirel University, Isparta, Türkiye.
Journal of medical education and curricular development
|November 3, 2025
概括
概括性理论 (G理论) 通过最大限度地减少评审者之间的变化来提高医学教育绩效评估. 决策研究 (D研究) 证实,增加评级人员的数量可以显著提高准确评估的可靠性系数.
科学领域:
- 医学教育 医学教育
- 心理测量 心理测量 心理测量
- 评估和评价的评估和评估.
背景情况:
- 医学教育中的绩效评估得分容易因学生人数和评审人员表现等因素而变化.
- 尽量减少评价者之间的变化对于医学教育计划评估的可靠性和适用性至关重要.
研究的目的:
- 使用概括性理论 (G-理论) 和决策研究 (D-研究) 检查可靠性系数.
- 在双面交叉设计框架内评估医学教育中的绩效.
主要方法:
- 采用了双面交叉混合设计[b×p×m].
- 在35个项目中,有40名学生被5名评分员评价.
- 数据使用EduG软件进行了分析,用于概括性和决策研究.
主要成果:
- 总体G系数为0.94,表明可靠性很高.
- 决策研究表明,可靠性系数随着评级者数量的增加而增加,在七个评级者中达到0.96.
- 概括性分析显示,评级者之间没有显著差异,这表明有效的标准化.
结论:
- 评级者之间的变化对绩效评估构成风险;建议评级者标准化.
- 通过评分器标准化加强并使用G理论进行分析的交叉设计是医疗教育评估的首选.
- 这种方法为后续的评级提供了反,提高了整体评估准确性.
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