medigraphic.com
ISSN 2007-5057 (Print)
Investigación en Educación Médica

2022, Number 43

<< Back Next >>

Inv Ed Med 2022; 11 (43)

Correlation between a written summative assessment and the weighted average in human medicine students

Romaní RFR, Gutiérrez C

Language: Spanish
References: 23
Page: 38-50
PDF size: 690.93 Kb.


ABSTRACT

Introduction: Summative assessment is usually applied at the end of an academic period to measure a student’s learning outcome, these assessments use various representations of patients, from real patients to written narratives based on clinical cases. There is scarse evidence about association between the results of written assessments based on clinical cases and academic performance in medical students.
Objective: To evaluate the correlation between the score of an annual written exam based on clinical cases with multiple choice questions and the weighted average –as an indicator of academic performance– in students of human medicine in Peru.
Method: Secondary data análisis with longitudinal panel design for the period 2017 to 2020. The annual exam has 250 multiple-choice questions based on a clinical context drawn from published case reports. Each correctly answered question provided one point, the score was transformed to a vigesimal scale and its correlation with the weighted average was evaluated. Scatter plots and the calculation of the spearman correlation coefficient were performed. The analysis was performed for each academic year.
Results: Data from 228 students were analyzed, the means of annual exam scores varies between 9.61 (standard deviation = 1.91) for 2019 to 10.75 (standard deviation = 2.34) for 2018. In all years, a significant direct linear correlation was found between the annual weighted average and the annual exam score. The highest correlation occurred in 2019 (Spearman’s rho [rS = 0.812]). In the correlation analysis according to sex, significant correlations were obtain.
Conclusions: In each of the years analyzed, the score obtained in the annual exam is directly linearly correlated with the academic performance, a direct linear correlation was also found between the annual exam scores.


REFERENCES

  1. Epstein RM. Assessment in Medical Education. N Engl JMed. 2007;356(4):387-96. doi: 10.1056/NEJMra054784

  2. Terry R, Hing W, Orr R, Milne N. Do coursework summativeassessments predict clinical performance? A systematic review.BMC Med Educ. 2017;17(1):40. doi:10.1186/s12909-017-0878-3

  3. Kibble JD. Best practices in summative assessment. Adv PhysiolEduc. 2017;41(1):110-9. doi:10.1152/advan.00116.2016

  4. Bauer D, Lahner F-M, Schmitz FM, Guttormsen S, HuwendiekS. An overview of and approach to selecting appropriatepatient representations in teaching and summative assessmentin medical education. Swiss Med Wkly. 2020;150:w20382. doi:10.4414/smw.2020.20382

  5. Park WB, Kang SH, Myung SJ, Lee Y-S. Does ObjectiveStructured Clinical Examinations Score Reflect the ClinicalReasoning Ability of Medical Students? Am J Med Sci.2015;350(1):64-7. doi:10.1097/MAJ.0000000000000420

  6. Schuwirth LWT, van der Vleuten CPM. Different writtenassessment methods: what can be said about their strengthsand weaknesses? Med Educ. 2004;38(9):974-9. doi:10.1111/j.1365-2929.2004.01916.x

  7. Hift RJ. Should essays and other “open-ended”-type questionsretain a place in written summative assessment in clinicalmedicine? BMC Med Educ. 2014;14(1):249. doi:10.1186/s12909-014-0249-2

  8. Pepple DJ, Young LE, Carroll RG. A comparison of studentperformance in multiple-choice and long essay questionsin the MBBS stage I physiology examination at the Universityof the West Indies (Mona Campus). Adv Physiol Educ.2010;34(2):86-9. doi:10.1152/advan.00087.2009

  9. Palmer EJ, Devitt PG. Assessment of higher order cognitiveskills in undergraduate education: modified essay ormultiple choice questions? Research paper. BMC Med Educ.2007;7(1):49. doi:10.1186/1472-6920-7-49

  10. Eftekhar H, Labaf A, Anvari P, Jamali A, Sheybaee-MoghaddamF. Association of the pre-internship objective structuredclinical examination in final year medical students withcomprehensive written examinations. Med Educ Online.2012;17(1):15958. doi:10.3402/meo.v17i0.15958

  11. Dong T, Saguil A, Artino AR, Gilliland WR, WaechterDM, Lopreaito J, et al. Relationship Between OSCE Scoresand Other Typical Medical School Performance Indicators:A 5-Year Cohort Study. Mil. Med. 2012;177(9S):44-6.doi:10.7205/MILMED-D-12-00237

  12. David M, Eley D, Schafer J, Davies L. Risk assessment ofstudent performance in the International Foundations ofMedicine Clinical Science Examination by the use of statisticalmodeling. Adv Med Educ Pract . 2016;7:653-660. doi:10.2147/AMEP.S122841

  13. Brown G, Imel B, Nelson A, Hale LS, Jansen N. CorrelationsBetween PANCE Performance, Physician Assistant ProgramGrade Point Average, and Selection Criteria. J Physician AssistEduc. 2013;24(1):42-4. doi:10.1097/01367895-201324010-00006

  14. Carr SE, Celenza A, Puddey IB, Lake F. Relationships betweenacademic performance of medical students and theirworkplace performance as junior doctors. BMC Med Educ.2014;14(1):157. doi:10.1186/1472-6920-14-157

  15. Richardson M, Abraham C, Bond R. Psychological correlatesof university students’ academic performance: A systematicreview and meta-analysis. Psychol. Bull. 2012;138(2):353-87.doi:10.1037/a0026838

  16. Chisholm-Burns MA, Berg-Poppe P, Spivey CA, Karges-Brown J, Pithan A. Systematic review of noncognitive factorsinfluence on health professions students’ academicperformance. Adv in Health Sci Educ. 2021;26(4):1373-445.doi:10.1007/s10459-021-10042-1

  17. Huamaní C, Gutiérrez C, Mezones-Holguín E. Correlacióny concordancia entre el examen nacional de medicina y elpromedio ponderado universitario: análisis de la experienciaperuana en el periodo 2007 - 2009. Rev Peru Med Exp SaludPublica. 2011;28(1):62-71.

  18. Moreno-Loaiza M, Mamani-Quispe PV, Moreno-LoaizaO. Diferencias entre el promedio ponderado promocional yla nota del Examen Nacional de Medicina en el proceso deadjudicación de plazas para el Servicio Rural y Urbano Marginalde Salud. Rev Peru Med Exp Salud Pública. 2013;30(2):360-362.

  19. Khan MU, Aljarallah BM. Evaluation of Modified EssayQuestions (MEQ) and Multiple Choice Questions (MCQ)as a tool for Assessing the Cognitive Skills of UndergraduateMedical Students. Int J Health Sci (Qassim). 2011;5(1):39-43.

  20. Douthit NT, Norcini J, Mazuz K, Alkan M, Feuerstein M-T,Clarfield AM, et al. Assessment of Global Health Education:The Role of Multiple-Choice Questions. Front Public Health.2021;9:640204. doi:10.3389/fpubh.2021.640204

  21. Vuma S, Sa B. A comparison of clinical-scenario (case cluster)versus stand-alone multiple choice questions in a problem-based learning environment in undergraduate medicine.J Taibah Univ Med Sci. 2016;12(1):14-26. doi: 10.1016/j.jtumed.2016.08.014

  22. Campbell DE. How to write good multiple-choice questions:Annotation. J. Paediatr. Child Health. 2011;47(6):322-5.doi:10.1111/j.1440-1754.2011.02115.x

  23. Zou KH, Tuncali K, Silverman SG. Correlation and SimpleLinear Regression. Radiology. 2003;2.




2020     |     www.medigraphic.com