Purpose Evaluating the performance of medical school graduates after graduation is important. However, reliable and comprehensive tools to evaluate the performance of medical professionals after graduation are lacking. The purpose of this study was to evaluate the validity and reliability of performance indicators for post-graduation competencies of medical school graduates.
Methods Nineteen performance indicators were validated to evaluate competencies considering the talent image of a medical school, which are medical professionalism, clinical skills, communication, collaboration, and leadership. The reliability of the assessment tool was tested using Cronbach’s alpha, construct validity was evaluated through factor analysis, and content validity was evaluated using a Delphi expert panel.
Results The overall reliability of the performance indicators was high, with a Cronbach’s alpha of 0.9110. Factor analysis revealed five core factors accounting for 70% of the total variance. These factors were classified as “collaboration,” “clinical professionalism,” “patient-centered care,” “professionalism,” and “systematic treatment and self-development.” Content validity was confirmed by the Delphi panel, and all items achieved a content validity ratio of 1, indicating strong content validity.
Conclusion The developed performance indicators are reliable and valid tools for assessing the competencies of medical school graduates. These indicators can be used to evaluate the quality of medical education and to improve the curriculum. It is also important to establish a system to periodically assess competencies after graduation.
Purpose Team-based learning (TBL) is increasingly employed in medical education because of its potential to promote active group learning. In TBL, learners are usually asked to assess the contributions of peers within their group to ensure accountability. The purpose of this study is to assess the validity and reliability of a peer evaluation instrument that was used in TBL classes in a single medical school.
Methods A total of 141 students were divided into 18 groups in 11 TBL classes. The students were asked to evaluate their peers in the group based on evaluation criteria that were provided to them. We analyzed the comments that were written for the highest and lowest achievers to assess the validity of the peer evaluation instrument. The reliability of the instrument was assessed by examining the agreement among peer ratings within each group of students via intraclass correlation coefficient (ICC) analysis.
Results Most of the students provided reasonable and understandable comments for the high and low achievers within their group, and most of those comments were compatible with the evaluation criteria. The average ICC of each group ranged from 0.390 to 0.863, and the overall average was 0.659. There was no significant difference in inter-rater reliability according to the number of members in the group or the timing of the evaluation within the course.
Conclusion The peer evaluation instrument that was used in the TBL classes was valid and reliable. Providing evaluation criteria and rules seemed to improve the validity and reliability of the instrument.
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PURPOSE During the high-stake examinations such as OSCE ( Objective structured clinical examination) or CPX (clinical performance exam), test security is generally accepted as a major concern for test validity. This study was conducted to investigate the effect on examinee' s scores of repeated, serial administrations of essentially the same standardized patient (SP) -based performance exam. METHODS: A performance-based examination using eight SP cases was administered to 123 senior medical students at Hanyang University School of Medicine. Students were randomly assigned to one of 16 groups of 8 students each. Three groups were tested serially each day, requiring 5 days for the complete administration of the examination. We compared the mean scores of the five groups of the examinees tested on different days with ANOVA and linear trends with multiple regression analyses. RESULTS: For both checklist scores and written scores during the interstation work, the mean scores of the first day groups were significantly lower compared to subsequent groups. And, there were slight linear trends in the scores over the five days. Scores related to case-specific history taking, information sharing, and clinical courtesy were significantly affected by the sharing of information between students. Scores related to patient satisfaction, physical exam, and physician-patient interaction were not influenced by the same pattern of behaviour. CONCLUSION: Test security may be violated during SP-based performance exams even though the checklists are not accessible to the examinees. It would be desirable for the test-givers to prepare alternative forms of cases for maintaining the validity of SP-based performance exams.
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PURPOSE The purpose of this study is to develop and verify an instrument to measure the satisfaction rate of dental school environment. In order to develop such tool a pretest and precedent study of records was carried along with the student group discussion. This was to enhance the application of the measurement to in practise. METHODS: The sub scales was developed to measure the satisfaction rate of the dental school environment and the item goodness of the tool was verified through reliability and factor analysis.
RESULTS The instrument develop had measurement validity and when applied in practise it proved to be an instrument that can measure the dental school environment specifically and distinctively. CONCLUSION: The information given by the analysis of dental school environment in sub scales can be in practical use as the substantial evidence to diagnose the feature of relevant field, understand its problem and take a proper reform measure.
PURPOSE Since 2000, the Korea University Medical College has conducted Comprehensive Basic Medical Sciences Examination as a summative test. Summative assessment must be dependable in that it meets the highest standards of reliability and validity. The purpose of this study were to examine the validity and reliability of Comprehensive Basic Medical Sciences Examination and to improve the quality of the examination.
METHODS The subject of this study was the examination materials and scores of the test. We conducted exploratory factor analysis to testify validity. Cronbach alpha coefficient was used to examine the reliability.
RESULTS Only one factor was extracted from exploratory factor analysis. Its eigen value was 4.61 and it explained 65.93% of total variance. We could infer the extracted factor as an ability of basic medical sciences knowledge.
The reliability coefficient of the test was ranged from 0.45 to 0.74. Of the total 335 item, overall acceptable items were 206(58.0%); the range of difficulty was 0.21~1.00 and discriminative indices were higher than 0.20.
CONCLUSION We confirmed the Comprehensive Basic Medical Sciences Examination in 2000 met the relative highest standards of reliability and validity. Item analysis could be of help to improve the quality of examination
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PURPOSE The aim of this study was to analyze the instruction evaluation questionnaires that have been used by the Department of Radiology, Seoul National University College of Medicine, 2001, and to determine a means to improve them.
METHODS This study used (1) a factor analytic technique to identify the instructional factors that determine the correlation between all pairs of the evaluation items. (2) A procedure known as Cronbach's alpha, which allows the internal consistency of the instruction evaluation items to be estimated. (3) A correlation method to compare the instruction evaluation score results among the students, residents, peer faculties and the faculty itself.
RESULTS The results were summarized as follows: First, the Instruction Evaluation Questionnaire included 12 items, 6 comprising a 'teaching method connected with the lecturer' factor and the other 6 a 'teaching method connected with the teaching resource' factor. Second, the Cronbach's alpha index was found to be 0.91s. This indicates the high reliability of the items of the questionnaire for the instruction evaluation. Third, it was found that the correlation between the evaluators was very low (r=.345). In particular, the average score of the peer faculties was 3.33, which was lower when compared with the average score of other evaluators.
CONCLUSION There is no concordant opinion regarding the evaluation items that should be used in an instruction evaluation in a Medical College. However, the instruction evaluation items should consider various factors connected with the teaching and learning activity. There is a need to elaborate on the contents of the evaluation items in order that the instruction evaluation items be more reliable and have a greater validity.
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PURPOSE The purpose of this study was to examine the classification of validity and predictive validity of accreditation standards for medical schools.
METHODS In order to analyze the validity of the standards of accreditation, an instrument, survey on the input and the output indicators in medical education, was developed to gather information. Cluster analysis, and regression analysis were performed in analyzing the data in order to examine the classification validity, and predictive validity of the standards of medical school accreditation.
RESULTS The result of this research was as follows; First, Korean medical schools can be classified into seven types according to the amount of invested resources and the educational outcome. The result showed that the standards of medical school accreditation have validity in the schools of lead type, average type, and unconcerned type. Therefore, applying uniform standards to all different types of schools is not validity in enhancing the quality of medical education and in insuring that the medical schools to carry out their social accountability. Second, variables predicting the passing rate of the Korean medical licensing examination (KMLE) were found out to be the college's quota of student, the number of journals per student, and the Korean Scholastic Achievement Test(KSAT). Variables predicting the level of students' satisfaction were the total lecture time, the educational facility per student, and the KSAT. The standards of accreditation accounts for 54.2% in predicting the passing rate of the KMLE and 84.4% in predicting the level of students' satisfaction.
CONCLUSION Such findings lead to conclude that new standards of medical school accreditation comprehensively including more predicting variables and outcome variables needs to be developed.
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It is not well known in Korea if the entrance examination score has any predictive validity on the graduation score and national licensure examination. In addition, the gender effects of the three scores were investigated. The study was conducted using two years data of the three scores.
The three scores from students of class of 98 and 99 were collected. Students who could not complete the medical education in four years were excluded. Also students who could not pass the national licensure examination were excluded as well. Correlations among the three scores were calculated and gender effect was examined by t- test. For the statistical process, SPSS 9.0 was used.
The correlation between the scores of the entrance examination and graduation examination is not significant at 5% level.
The correlation between the scores of the entrance examination and national licensure examination is not significant at 5% level.
The correlation between graduation examination and national licensure examination;0.635 is highly significant at 0.1% level.
The score difference between male and female at the entrance examination was not significant at 5% level.
The score difference between male and female at the graduation examination and national licensure examination was highly significant at 0.1% level.
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This study is related to analysis the validity and reliability of double major data for admission in college of medicine yonsei university. The 69 applicants and 37 of those who had been admitted were sampled and then the GPAs of previous major, the interview scores and the GPAs of medical college were used as sources of analysis. This study is estiamted descriptive statistics, concurrent-related evidence of validity between GPAs previous college and interview scores, predictive-related evidence of validity of GPAs of previous college and interview scores, inter-scorer reliability of interview scores.
The results of this study are like this: First, all of 69 students applied and 37(53.6%) applicants were admitted.
Eleven students who were admitted graduated bio-chemical department of the college of science. The percentile rank of learning achievement of successful candidates show 64.5~98.2(1995), 43.6~86.6(1996), 22.8~96.9(1997). Second, the result of the estimation of the concurrence-related evidence of validity appear 0.729(1994), 0.673(1995), 0.562(1996), 0.876(1997). Therefore the candidates who got high GPAs also took high interview scores. Third, the predictive-related evidence of validity show insignificant.
Forth, generalizability of inter-scorer reliability about intervew scores appear 0.972(1994), 0.983(1995).
To improve the validity and relibility double major data, interview skills and educational programs has to be reoriented.
The korean society of otolaryngology has had and experience on intraining examination since 1992. We also had the fortieth annual board examination for specialist in 1997.
But we have no evidence on the validity of these tests yet.
The aim of this study is to examine the validity of the intraining examinations as a tool of formative evaluation, to present a personal progress index demonstrating constructive validity, and to examine the validity of the board examination as a tool of summative evaluation. We did statistic analysis on the consecutive personal scores of 1995 and 1996 intraining examinations, and 1997 written and oral board examinations.
Analysis of the averages, standard deviations, distribution curves, and Wilcoxon singed rank test on the scores of 1995 and 1996 intraining examinations demonstrated the constructive validity. Chi-square test revealed that those who had low scores in intraining examinations of two consecutive years had low scores in 1997 board examinations and personal progress index demonstrated the predictive validity. Correlation and linear regression analysis demonstrated a strong correlation between 1997 written and oral board examination. Analysis of the averages, standard deviations, distribution curves, and Spearman rank correlation coefficient revealed that 1997 written board examination had higher concurrent validity than the that of oral examination.
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The methodological and statistical validity of 382 original articles published in the Journal of the Korean Medical Association, from January 1980 to December 1989 was reviewed by the author-devised c heck list consisting of 21 items (14 items for methodological validity and 7 items for methodology, and of 297 articles using statistical analyses a total of 290 articles (97.6%) were found to contain at least one error in statistical methods used. The mean and standard deviation of 'validity score of one article', defined as the total number of valid items devided by the total number of applicable items and then multiplied by 100, were 43.8 and 15.2, respectively. The distribution of validity score was as follows ; over 60 (57 articles, 14.9%), 30 to 59 (266 articles, 69.6%), and under 30 (59 articles, 15.5%). The proportion of articles, of which validity score was over 60, was significantly higher in descriptive study (19.4%) than in analytic study (8.4%, p = 0.003). Also the articles of over 60 in validity score were more frequent in survey (15.9%) than in experiment (8.2%), and in cross-sectional study (16.8%) than in longitudinal study (10.6%), but this finding was not statistically significant. The averaged validity score of two year period was highest in 1984-1955 (50.24), and lowest in 1986-1987 (38.85). There was no significant time trend of the averaged validity score over 10 years(p>0.1). These results suggest that medical articles published in Korea, 1980-1989, were short of their expected quality, and there have been no evidence of improvement with time. It is concluded that a basic training in biostatistical methods in the medical postgraduates and residencies, more consultation of medical investigators with statistician or other experts, and careful review by someone knowledgeable in biostatistics or research design before accepting a manuscript are needed. In addition, refutation should be allowed for the controversial point through the journal.
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