Linsenmeyer Machelle, Ridpath Lance
J Am Osteopath Assoc. 2019 Mar 1;119(3):189-197. doi: 10.7556/jaoa.2019.030.
Reading skills are crucial in medical school, where students are expected to absorb an onslaught of new and complex material. Studies on reading assessment in osteopathic medical education are lacking.
To address gaps in the literature related to reading assessment and to investigate the correlation of the Nelson-Denny Reading Test with various performance indicators in osteopathic medical education.
The West Virginia School of Osteopathic Medicine administered the Nelson-Denny Reading Test to first- and second-year students between 2015 and 2017. Raw scores were translated into the percentile rank, scale score, grade equivalent score, and stanine score based on guidelines supplied with the Nelson-Denny Reading Test. These translated scores were compared with Medical College Admission Test (MCAT) scores, first- and second-year performance on course examinations, Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 scores, and scores provided in a 2002 study by Haught and Walls.
A total of 623 students took the first-year Nelson-Denny Reading Test, and 408 took both the first- and second-year Nelson-Denny Reading Test. Findings showed a large correlation between the Nelson-Denny Reading Test and the verbal reasoning section (r=0.56 for the class of 2020 and 0.46 for the class of 2021) of the old MCAT (before 2015) and the reasoning skills section (r=0.42 for the class of 2020 and 0.49 for the class of 2021) of the new MCAT (released in 2015). There were no correlations with first- and second-year course examination scores or COMLEX-USA Level 1 scores. The Nelson-Denny Reading Test scores reported by Haught and Walls for medical students and health professional students were slightly higher than those found for osteopathic medical students in this study.
The reasoning skills section of the new MCAT could serve as a good proxy for a reading test. There were no correlations between the Nelson-Denny Reading Test and performance in the first 2 years of medical school or COMLEX-USA Level 1 performance. Further research can strengthen the findings and determine whether correlations exist with clinical performance.
阅读技能在医学院校至关重要，因为学生需要吸收大量新的复杂知识。目前缺乏关于整骨医学教育中阅读评估的研究。
填补与阅读评估相关的文献空白，并研究纳尔逊 - 丹尼阅读测试与整骨医学教育中各项表现指标之间的相关性。
西弗吉尼亚整骨医学院在2015年至2017年期间对一年级和二年级学生进行了纳尔逊 - 丹尼阅读测试。根据纳尔逊 - 丹尼阅读测试提供的指南，将原始分数转换为百分等级、量表分数、年级当量分数和标准九分。将这些转换后的分数与医学院入学考试（MCAT）分数、一年级和二年级课程考试成绩、美国综合整骨医学执照考试（COMLEX - USA）一级分数以及2002年Haught和Walls研究中提供的分数进行比较。
共有623名学生参加了一年级纳尔逊 - 丹尼阅读测试，408名学生参加了一年级和二年级的纳尔逊 - 丹尼阅读测试。结果显示，纳尔逊 - 丹尼阅读测试与旧版MCAT（2015年之前）的语言推理部分（2020届学生r = 0.56，2021届学生r = 0.46）以及新版MCAT（2015年发布）的推理技能部分（2020届学生r = 0.42，2021届学生r = 0.49）之间存在高度相关性。与一年级和二年级课程考试成绩或COMLEX - USA一级分数无相关性。Haught和Walls报告的医学生和健康专业学生的纳尔逊 - 丹尼阅读测试分数略高于本研究中整骨医学学生的分数。
新版MCAT的推理技能部分可作为阅读测试的良好替代指标。纳尔逊 - 丹尼阅读测试与医学院前两年的成绩或COMLEX - USA一级成绩之间无相关性。进一步的研究可以强化这些发现，并确定是否与临床成绩存在相关性。
