能力进阶考试在灌注教育项目中的成功应用。
Successful use of a competency step exam in a perfusion education program.
作者信息
Riley Jeffrey B, Beckley Philip D, Tallman Richard D, Spiwak Allison S
机构信息
Circulation Technology Division, School of Allied Medical Professions, College of Medicine and Public Health, The Ohio State University, Columbus, Ohio, USA.
出版信息
J Extra Corpor Technol. 2006 Mar;38(1):38-43.
The perfusion education program at The Ohio State University uses a step exam to rank students and identify incompetent students in regard to the program learning objectives. The step exam determines student progress from the didactic to the clinical phase. Each student must pass the competency step exam to gain entry to the clinical rotations. The development, use, and results of the step exam are reported. The design and knowledge matrix establish the content validity of the exam. Single test question discrimination and difficulty statistics identify valid exam items. Examples of the exam's predictive ability are presented. The step exam is a 200-question exam using multiple choice items. The exam is modeled after several health-related national certification exam processes. The exam has content validity based on the published, written objectives for the education program. Each item on the exam has a history of use and meets criteria for difficulty, discrimination, and distraction. The use of a high-stake competency exam in clinical science and medical education programs is controversial and technically challenging. A step exam to have high-stake consequences must be reliable, meet requirements for content validity, and hopefully exhibit predictive validity.
俄亥俄州立大学的灌注教育项目采用阶段性考试来对学生进行排名，并根据项目学习目标识别能力不足的学生。阶段性考试决定学生从理论学习阶段到临床阶段的进展。每个学生必须通过能力阶段性考试才能进入临床轮转。报告了阶段性考试的开发、使用情况及结果。考试的设计和知识矩阵确定了考试的内容效度。单个试题的区分度和难度统计确定了有效的考试题目。展示了该考试预测能力的实例。阶段性考试是一场有200道选择题的考试。该考试是仿照几个与健康相关的国家认证考试流程设计的。基于已公布的教育项目书面目标，该考试具有内容效度。考试中的每一道题目都有使用记录，并且符合难度、区分度和干扰性标准。在临床科学和医学教育项目中使用高风险能力考试存在争议且在技术上具有挑战性。一场具有高风险后果的阶段性考试必须可靠，满足内容效度要求，并有望展现预测效度。
Zotero 插件