评估在线视频考试中的表现和能力的相互作用：以卫生系统科学教育为重点。

Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education.

机构信息

Department of Family Medicine and Preventive Medicine, Faculty of Medicine, Prince of Songkla University, 15 Karnjanavanich Rd., Hat Yai, 90110, Songkhla, Thailand.

Division of Neurosurgery, Department of surgery, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, 90110, Songkhla, Thailand.

出版信息

BMC Med Educ. 2024 Aug 6;24(1):842. doi: 10.1186/s12909-024-05808-1.

DOI:10.1186/s12909-024-05808-1

PMID:39107735

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11304763/

Abstract

BACKGROUND

The integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students' competency in HSS.

METHODS

A comprehensive assessment was conducted on first-year medical students (n = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P).

RESULTS

Positive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams.

CONCLUSION

Our findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.

摘要

背景

将健康系统科学（HSS）融入医学教育强调掌握超越单纯知识获取的能力。随着 COVID-19 大流行期间向在线平台的转变，对技术增强评估（TEA）方法（如视频评估）的重视程度有所增加，以评估这些能力。本研究调查了在线视频评估在评估医学生 HSS 能力方面的效果。

方法

对 2021 年新开设的将健康系统科学（HSS）融入医学学士课程的第一年医学生（n=10）进行了全面评估。学生进行了三次侧重于 HSS 能力的考试。他们的视频回答由七名专家评估员使用详细的评分标准进行评估。使用 Spearman 秩相关和组内相关系数（ICC）来确定评估者评分之间的相关性和可靠性，而混合效应模型则用于评估基础 HSS 能力（C）和演示技能（P）之间的关系。