Department of Medicine, University of California, San Francisco, California 94143-0131, USA.
Teach Learn Med. 2009 Oct;21(4):284-90. doi: 10.1080/10401330903228307.
Optimal methods of preparing students for high-stakes standardized patient (SP) examinations are unknown.
The purpose is to compare the impact of two formats of a formative SP examination (Web-based vs. in-person) on scores on a subsequent high-stakes SP examination and to compare students' satisfaction with each formative examination format.
Clustered randomized trial comparing a Web-based module versus in-person formative SP examination. We compared scores on a subsequent high-stakes SP examination and satisfaction.
Scores on the subsequent high-stakes SP examination did not differ between the two formative formats but were higher after the formative assessment than without (p < .001). Satisfaction was higher with the in-person than Web-based formative assessment format (4.00 vs. 3.62 on a 5-point scale, p = .01).
Two formats of a formative SP examination led to equivalent improvement in scores on a subsequent high-stakes examination. Students preferred an in-person formative examination to online but were satisfied with both.
目前尚不清楚如何让学生为高风险标准化患者（SP）考试做好最佳准备。
旨在比较两种形成性 SP 考试形式（基于网络的与面对面的）对后续高风险 SP 考试成绩的影响，并比较学生对每种形成性考试形式的满意度。
采用基于网络的模块与面对面形成性 SP 考试的聚类随机试验进行比较。我们比较了后续高风险 SP 考试的成绩和满意度。
两种形成性考试形式的后续高风险 SP 考试成绩无差异，但形成性评估后的成绩高于没有形成性评估的成绩（p<0.001）。面对面形成性评估的满意度高于基于网络的评估形式（5 分制，4.00 分与 3.62 分，p=0.01）。
两种形成性 SP 考试形式均能使后续高风险考试的成绩得到同等提高。学生更喜欢面对面的形成性考试，而不是在线的，但对两者都满意。
