Kim Kyong-Jee, Hwang Jee-Young
Department of Medical Education, Dongguk University School of Medicine, Gyeongju, Korea.
Korean J Med Educ. 2016 Mar;28(1):57-66. doi: 10.3946/kjme.2016.10. Epub 2016 Jan 27.
Ubiquitous testing has the potential to affect medical education by enhancing the authenticity of the assessment using multimedia items. This study explored medical students' experience with ubiquitous testing and its impact on student learning.
A cohort (n=48) of third-year students at a medical school in South Korea participated in this study. The students were divided into two groups and were given different versions of 10 content-matched items: one in text version (the text group) and the other in multimedia version (the multimedia group). Multimedia items were delivered using tablets. Item response analyses were performed to compare item characteristics between the two versions. Additionally, focus group interviews were held to investigate the students' experiences of ubiquitous testing.
The mean test score was significantly higher in the text group. Item difficulty and discrimination did not differ between text and multimedia items. The participants generally showed positive responses on ubiquitous testing. Still, they felt that the lectures that they had taken in preclinical years did not prepare them enough for this type of assessment and clinical encounters during clerkships were more helpful. To be better prepared, the participants felt that they needed to engage more actively in learning in clinical clerkships and have more access to multimedia learning resources.
Ubiquitous testing can positively affect student learning by reinforcing the importance of being able to understand and apply knowledge in clinical contexts, which drives students to engage more actively in learning in clinical settings.
无处不在的测试有潜力通过使用多媒体项目提高评估的真实性来影响医学教育。本研究探讨了医学生对无处不在的测试的体验及其对学生学习的影响。
韩国一所医学院的48名三年级学生参与了本研究。学生被分成两组，并被给予10个内容匹配项目的不同版本：一个是文本版本（文本组），另一个是多媒体版本（多媒体组）。多媒体项目通过平板电脑提供。进行项目反应分析以比较两个版本之间的项目特征。此外，还进行了焦点小组访谈以调查学生对无处不在的测试的体验。
文本组的平均测试成绩显著更高。文本项目和多媒体项目之间的项目难度和区分度没有差异。参与者对无处不在的测试总体上表现出积极的反应。不过，他们觉得临床前几年所学的课程没有让他们为这种类型的评估做好充分准备，而实习期间的临床接触更有帮助。为了更好地做好准备，参与者觉得他们需要在临床实习中更积极地参与学习，并能更多地使用多媒体学习资源。
无处不在的测试可以通过强化在临床环境中理解和应用知识的重要性来积极影响学生学习，这促使学生在临床环境中更积极地参与学习。
