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Using novel virtual reality (VR) technology to carry out the construction of clinical medical examination question bank, while deepening the reform of clinical medical course examination, it continues to innovate the medical professional evaluation system and improve the flexibility, diversity and scientificity of clinical medicine in teaching and assessment. It is of great and far-reaching significance to improve the teaching level and the quality of medical education in medical colleges and universities. This paper analyzes and discusses the necessity and feasibility of building a clinical medical examination question bank, and the advantages and prospects of integrating VR technology to carry out the construction of clinical medical examination question bank. At the same time, the exploration and practice of the examination question bank construction based on VR technology disscussed in detail would provide innovative thinking and reference for the clinical medical teaching and evaluation, medical personnel training and other aspects in China.
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Abstract: The evaluation of knowledge is an important step in the teachers' work, because it is fundamental that the evaluation results be valid and reliable. Several faculty development programs have been undertaken to improve teachers' skills on item writing. Few studies, however, have explored the benefits of providing feedback to multiple-choice item writers. Progress Testing is a longitudinal assessment of students' knowledge gain. Their results are useful for generating feedback to students, teachers and medical school managers. The aim of this report is to present a successful experience of faculty development on high-quality item writing for Progress Testing through feedback about the fate of the items written by faculty members. Annually, faculties from medical schools participating in a consortium for the application of the Progress Test are asked to formulate new items to compose the test version. However, the fate of the items is not known by their authors, that is, they do not know if the items are incorporated into the test, if the items have good quality, what is the students' performance in each of the items, and what is the psychometric function of the items. In 2017, one of the schools participating in the consortium offered its item authors a feedback regarding the flaws in item writing, modification of items by the review committee and students' performance, as well as psychometric function in each item. The percentage of flawed item (items without enough quality to be selected for the test) was more than 30%. There was an inverse relation between the number of flawed item and the number of items included in the final exam, when analyzing the different content areas of the test (that is, Internal Medicine, Surgery, Pediatrics, Obstetrics and Gynecology, Public Health, and Basic Sciences). In the following year, we observed a decrease in the number of flawed item (less than 10%) and an increase in the number of eligible items to be selected for the Progress Testing. Therefore, giving feedback to item writers seems to be a good strategy for developing the faculty's ability on writing good quality items.
Resumo: A avaliação de conhecimentos é uma etapa importante do trabalho docente, pois é preciso que os resultados das avaliações sejam válidos e confiáveis. Diversos programas de desenvolvimento docente têm sido realizados para melhorar a habilidade em elaborar questões objetivas pelos professores. Poucos estudos, no entanto, exploraram os benefícios de fornecer feedback aos autores de itens de múltipla escolha. O Teste de Progresso é uma avaliação longitudinal do ganho de conhecimentos dos estudantes cujos resultados são úteis para gerar feedback aos próprios estudantes, aos professores e aos gestores das escolas médicas. O objetivo deste relato é apresentar uma experiência exitosa em gerar desenvolvimento docente na habilidade de elaborar itens de qualidade para o Teste de Progresso por meio do feedback a respeito da qualidade e do destino destes. Anualmente, os professores das escolas médicas participantes de um consórcio para aplicação do Teste de Progresso são solicitados a formular novos itens para compor a versão do teste. Porém, o destino dos itens não é conhecido por seus autores, ou seja, eles não sabem se as questões são incorporadas à prova, se elas têm boa qualidade, qual o desempenho dos estudantes em cada questão e qual o funcionamento psicométrico delas. Em 2017, uma das escolas participantes do consórcio ofereceu aos seus autores de questões uma devolutiva sobre as falhas na redação, a modificação dos itens pelo comitê revisor, o desempenho dos estudantes nas questões e o funcionamento psicométrico em cada item. A porcentagem de itens falhos, ou seja, de qualidade não satisfatória para a inclusão no teste, era superior a 30%. Houve uma relação inversa entre a quantidade de itens falhos e o número de itens incluídos na prova final, numa análise por área de conhecimento da prova (ou seja, clínica, cirurgia, pediatria, ginecologia e obstetrícia, saúde pública e ciências básicas). No ano seguinte, observamos uma diminuição no número de falhas de itens (menor que 10%) e um aumento no número de questões elegíveis a serem selecionadas para o exame de Teste de Progresso. Portanto, oferecer feedback para os redatores de questões parece ser uma boa estratégia para desenvolver a habilidade docente em elaborar itens objetivos de boa qualidade.
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Public contest is one of the best ways for health professionals to enter the Family Health Strategy (FHS) and other public health services. The objective of this study was to verify the profile of Dentistry public examinations in the southeast region, as well as to analyze the coherence between the proposal of FHS and the content on the professionals selection for this position. The examinations were retrieved by means of research of the sites: PCI Concursos and Folha Dirigida and sites of companies of greater representativeness in the competitive bidding in the states of the southeast region. From the entire southeastern region, 266 competitive examinations were obtained for the position of dental surgeon, from 2001 to 2017. For the data analysis,, three categories were created: QG, for the questions that included the general questions present in the tests; QT, individual technical questions that balance the requirements related to specific knowledge; and QC, corresponding to the questions related to collective character. In all the tests analyzed, the specific knowledge (QC and QT) had a higher prevalence among the contents charged. Among the areas that involved the individual technical questions, the subjects of Surgery, Dentistry, Stomatology and Pathology were the ones with the highest prevalence. Through the results, it can be seen that the public examinations for dental surgeons who want to work in the FHS in the states of the southeast region, most of them deal with knowledge of clinical dentistry specialties. (AU)
O concurso público é uma das melhores formas de inserção dos profissionais de saúde na Estratégia Saúde da Família (ESF) e em outros serviços de saúde pública. O objetivo deste estudo foi verificar o perfil de provas de concursos públicos de Odontologia da região sudeste, bem como analisar a coerência entre a proposta da ESF e o conteúdo da seleção de profissionais para este cargo. Os exames foram recuperados por meio de pesquisa em dois sites bastante acessados que disponibilizam provas de concurso público no Brasil: PCI Concursos e Folha Dirigida e em sites de empresas de maior representatividade nas licitações de concurso nos estados da região sudeste. De toda a região foram obtidas 266 provas de concursos para o cargo de cirurgião dentista, no período de 2001 a 2017. Para análise dos dados foram criadas três categorias: QG, para os quesitos que englobaram as questões gerais presentes nas provas; QT, questões técnicas individuais que equivalem aos quesitos relacionados aos conhecimentos específicos; e QC, correpondendo aos quesitos relacionados ao caráter coletivo. Em todas as provas analisadas, os conhecimentos específicos (QC e QT) tiveram maior prevalência entre os conteúdos cobrados. Dentre as áreas que envolveram os quesitos técnicos individuais, as disciplinas de Cirurgia, Dentística, Estomatologia e Patologia foram as de maior prevalência. Através dos resultados, percebe-se que os concursos públicos para os cirurgiões dentistas que querem atuar na ESF nos estados da região sudeste, abordam em sua maioria conhecimentos de especialidades clínicas da Odontologia. (AU)
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Background: Blue print is a scientific tool to set an examination question paper. In this study, an attempt has been made to know whether the MUHS MBBS community medicine theory examination papers (I and II) are representative of the MUHS syllabus.Methods: MUHS community medicine examination papers were collected from various sources. The syllabus is declared by MUHS for both the papers. I conveniently divided each paper syllabus into 14 divisions as per chapters given in Park’s Textbook of Preventing and Social Medicineand MUHS suggestions. A working guideline of ‘question paper analysis’ was framed and validated by fellow faculties. The question papers were grouped into 4 categories based upon the number of deficiency scores: good (0 to -1), fair (-2 to -3), unsatisfactory (-4 to -5) and poor (-6 and below).Results: In paper I (sections ‘B+C’), total 33/35 papers were analyzed. ‘Good papers’ were 7 (21%), ‘fair papers’ were 14 (42%), ‘unsatisfactory papers’ were 8 (24%) and ‘poor papers’ were 4 (12%). In paper II (sections ‘B+C’), total 33/35 papers were analyzed. ‘Good papers’ were 2 (6%), ‘fair papers’ were 17 (52%), ‘unsatisfactory papers’ were 9 (27%) and ‘poor papers’ were 5 (15%). MCQ papers (22/70) analysis showed that 13(59%) MCQ papers were good, 7(32%) were fair and 2 (9%) were unsatisfactory.Conclusions: The paper-setting at MUHS community medicine paper I and paper II is not appropriate for syllabus representation.
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The design principle and technologies,which were applied for examination question database management system for Clinical Laboratory Instrument,were discussed in this paper.The program was desighed with Delphi7.0,Word 2003 and Access 2003.This software function is very strong and can be appropriate for the needs of richtext questions edition,test paper output and question layout automation and database security protect.This software also can be applied for other subjects.
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The separation of teaching and test is not only important in improving teaching quality but also effective to the prevention of cheating in the exams,the improvement of the quality of exams and the correct checkout of the teaching effect.
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The examination question database on Nutrition and Food Hygiene was set up and applied to reduce the effects of subjective factors on test efficacy.The test items of noun explanation,brief answer and discussion were compiled in the form of Microsoft Excel.Then the items were classified by Excel filtration function and a test paper was created by random sampling from the database.It reduces teachers' burden of making test questions and increases objectivity of test questions,which has achieved good results in teaching.