Identifying a parsimonious model for predicting academic achievement in undergraduate medical education: a confirmatory factor analysis

Objectives: This study was conducted to adduce evidence of validity for admissions tests and processes and for identifying a parsimonious model that predicts students' academic achievement in Medical College

Methods: Psychometric study done on admission data and assessment scores for five years of medical studies at Aga Khan University Medical College, Pakistan using confirmatory factor analysis [CFA] and structured equation modeling [SEM]. Sample included 276 medical students admitted in 2003, 2004 and 2005

Results: The SEM supported the existence of covariance between verbal reasoning, science and clinical knowledge for predicting achievement in medical school employing Maximum Likelihood [ML] estimations [n=112]. Fit indices: X[2] [21] = 59.70, p =<.0001; CFK873; RMSEA= 0.129; SRMR = 0.093

Conclusions: This study shows that in addition to biology and chemistry which have been traditionally used as major criteria for admission to medical colleges in Pakistan; mathematics has proven to be a better predictor for higher achievements in medical college

Evaluation of multiple choice and short essay question items in basic medical sciences

To evaluate Multiple Choice and Short Essay Question items in Basic Medical Sciences by determining item writing flaws [IWFs] of MCQs along with cognitive level of each item in both methods. This analytical study evaluated the quality of the assessment tools used for the first batch in a newly established medical college in Karachi, Pakistan. First and sixth module assessment tools in Biochemistry during 2009-2010 were analyzed. Cognitive level of MCQs and SEQs, were noted and MCQ item writing flaws were also evaluated. A total of 36 SEQs and 150 MCQs of four items were analyzed. The cognitive level of 83.33% of SEQs was at recall level while remaining 16.67% were assessing interpretation of data. Seventy six percents of the MCQs were at recall level while remaining 24% were at the interpretation. Regarding IWFs, 69 IWFs were found in 150 MCQs. The commonest among them were implausible distracters [30.43%], unfocused stem [27.54%] and unnecessary information in the stem [24.64%]. There is a need to review the quality including the content of assessment tools. A structured faculty development program is recommended for developing improved assessment tools that align with learning outcomes and measure competency of medical students