Finlay A Y, Coles E C, Dawber R P, Graham-Brown R A, Hunter J A, Marks J M
Department of Dermatology, University of Wales College of Medicine, Cardiff, UK.
Med Educ. 1994 Jul;28(4):301-6. doi: 10.1111/j.1365-2923.1994.tb02716.x.
Three hundred and one clinical medical students in four universities took the same 50 question MCQ dermatology examination after their dermatology teaching. In one centre, half the students had had additional teaching; these students performed better (mean score 47.5%, n = 29) than those who had no extra teaching (mean score 40.9%, n = 29). In another centre, the students' mean score improved from 24.1 (SD = 6.7) before to 41.6 (SD = 7) (n = 46, P < 0.001) after their dermatology teaching. The different subject areas covered by the examination were analysed separately. In the lowest scoring centre (mean score 34.0, SD = 9.4) the students scored lowest in 9 of the 14 subject areas. In the highest scoring centre (mean score 47.5, SD = 9.9) students scored highest in 7 of these 14 subject areas. This study enabled questions of high discriminatory value to be identified for future use. The use of the same examination in different centres provides feedback for the centres concerning strengths and weaknesses of their teaching.
四所大学的301名临床医学专业学生在接受皮肤病学教学后，参加了同样的一场包含50道选择题的皮肤病学考试。在一个中心，一半学生接受了额外教学；这些学生的表现（平均得分47.5%，n = 29）优于未接受额外教学的学生（平均得分40.9%，n = 29）。在另一个中心，学生的平均得分从皮肤病学教学前的24.1（标准差 = 6.7）提高到了41.6（标准差 = 7）（n = 46，P < 0.001）。考试涵盖的不同主题领域被分别进行了分析。在得分最低的中心（平均得分34.0，标准差 = 9.4），学生在14个主题领域中的9个得分最低。在得分最高的中心（平均得分47.5，标准差 = 9.9），学生在这14个主题领域中的7个得分最高。这项研究使得能够识别出具有高区分度价值的题目以供未来使用。在不同中心使用相同的考试为各中心提供了有关其教学优缺点的反馈。
