ABSTRACT
Introduction@#The World Association of Medical Education organizes medical education and postgraduate student training worldwide.</br> One of the indicators of the quality assurance of higher medical education is the need for schools providing medical education to have a unified evaluation method and to assess the level of knowledge, skills, and attitudes acquired by students. In order to objectively evaluate the student to improve the assessment of clinical skills, it is necessary to regularly evaluate the examination parameters. Thus, the evaluation of the clinical skills of the schools providing medical education needs to be accurate and objective, and it is necessary to develop a general evaluation model, so this study was selected for conducting.@*Goal@#Analyzing tasks in advanced skills tests@*Material and Methods@#In our research work, we used the numerical data of the students’ achievement presented to him by a total of n=113 clinical case assignments of the 6 stations of the 5th year advanced skills test of the School of Health of Etugen University.@*Research results@#Examining the reliability of the progress skills test with examinee performance at each of the 6 stations, reliability at the anamnesis station (KR=0.91) was a maximum score of 100, a minimum score of 16.5, and reliability at the actual examination station (KR=0.90) was a maximum score of 100, minimum score 40, reliability on diagnosis station (KR=0.93) maximum inter-examiner score 100, minimum score 61, reliability on manual action station (KR=0.88) maximum inter-examiner score 100, minimum score 64, reliability on treatment station (KR=0.85) The maximum score of the examinees was 100, the minimum score was 23, and the reliability of the counseling center (KR=0.90) was the maximum score of the examinees was 100, and the minimum score was 45.@*Conclusion@#</br>1. The reliability of the test is at a sufficient level without statistically significant differences in 6 stations. </br>2. The clinical case of each examination station differs in the degree of difficulty of the task: 30 percent (n=95) of the 20 tasks at the treatment station are very difficult, 33.0 percent (n=104) are difficult, 22.7 percent (n=87) are ideal, and 8.9 percent are ideal. (n=28) clinical cases with mild symptoms were evaluated. It is possible to set a threshold of 70 percent for passing the Advanced Skills Test.