RESUMO
BACKGROUND: An in-training examination is given annually to the all laboratory medicine residents of in Korea. The purpose of this study was to evaluate the results of the in-training examinations according to the examinees' postgraduate years, a number of teaching faculty members and hospital beds, and the score of the board examination. METHODS: A total number of examinees during the 5-year period from 2001 to 2005 were 311. All residents took the same in-training examinations given each year irrespective of the postgraduate year (PGY). RESULTS: The scores of in-training examinations increased with advance in the examinees' PGY (P0.05). The correlation coefficients of each PGY scores were from 0.474 to 0.755 (P<0.01). The scores of the 4th PGY were correlated with those of the board examinations (r=0.627, P<0.001). CONCLUSIONS: These results suggest that the scores of the in-training examinations may be a valid measure of knowledge acquired by residents during their training years and provide a useful information for improving the laboratory medicine residency training program.
Assuntos
Educação , Internato e Residência , Coreia (Geográfico)RESUMO
To improve doctors' understanding of dietary and nutritional therapy, clinical nutrition must be taught during undergraduate medical education. Using questionnaires given to every medical university in Japan, we examined how clinical nutrition education has been adopted into their curricula. Only 9 (12.9%) of 70 universities have adopted this topic as a cultural or professional subject. Many other universities are performing nonintegrated nutrition education by teaching nutrition-related items in basic and clinical subjects. Although many nutrition-related topics are included in the Essentials for the National Medical Board Examination published by the Ministry of Health and Welfare, only 1% to 5% of the 320 to 330 questions appearing on the national medical board examination are nutritionrelated. The present report suggests that the nutritional knowledge of doctors and medical students is not sufficient. We believe that national guidelines for problem-based nutritional education as part of an integrated curriculum must be established. The present situation of nutrition education in the United States, the United Kingdom, and Europe are also discussed.
RESUMO
X type questions have been used for the national medical licensing examination since 1997. At Tsukuba University, X type questions have been used since 1996. We compared X typeand K type questions on the basis of the percentage of correct answers and discrimination power. The average percentage of correct answers was 68.2% for K type questions and 53.1% for X type questions. However, the average discrimination power was +0.227 for K type questions and +0.257 for X type questions. These results indicate that X type questions are more difficult and are suitable for achievement tests. The estimated knowledge quantity was 2.04 for K type questions and 2.32 for X type questions. This suggests that the person writing the questions decreased the essential difficulty of X type questions.
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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.
Assuntos
Humanos , Diagnóstico Bucal , Modelos Lineares , Otolaringologia , EspecializaçãoRESUMO
Integration of instruction and more well-rounded curriculum are needed owing to the increasing specialization of nursing education.<BR>In this study we evaluated the teaching of clinical neurology in nursing education from various viewpoints.<BR>1) The clinical neurology curriculum at the Tokyo Women's Medical College School of Nursing for the past 20 years and the results of examinations given at the school.<BR>2) The frequency of test questions on basic and clinical neurology in the past 15 years on the national nursing license examination.<BR>3) Questionnaires on the teaching of clinical neurology filled out by student nurses. Conclusions:<BR>Most nursing students consider the neuroanatomy and pathophysiology of neurologic disorders to be extremely important subjects, while others feel that clinical neurology is difficult to understand.<BR>In the future, the number of elderly persons will increase more rapidly, and highly specialized neurologic teaching will be required in nursing schools.
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It is well known that even examinees with incomplete knowledge can figure out the correct answer on an objective test. The Examination Committee of the Ministry of Health concluded that objective tests using answer code (K type questions) can not adequately evaluate an examinee's knowledge. For this reason, the Committee recommended using X2 or X3 type questions on the national board examination instead of K type questions. The X2 type question is a multiple true-false method of testing with 2 true and 3 false items.<BR>I believe that the Committee has been mislead, since the X2 type question is really a test with ten answer codes, and an examinee with incomplete knowledge can still figure out the correct answer for it.
RESUMO
The X2 type question consists of a multiple true-false method of testing, with 2 true and 3 false items. Its standard score rate is 56.6%, and its accidental score rate is 10%. Since the standard score rate of the present national board examination is almost 71%, the number of unsuccessful examinees will increase when the X2 type question is used while maintaining the same passing mark. Quantitative analysis shows that the score rate of X2 type questions is determined mostly by correct thinking on the most difficult true item and the most difficult false item. These results are important to the development of future examinations using X2 type questions.
RESUMO
The Korean Society of Anesthesiologists began to take in training examination(Self Assessment) for the residents in April 1989. Two hundreds thirty four participants took the first examination and after that 343 in 1990, 399 in 1991, 455 in 1992 took the examination obviously the actual number is increasing each year. This study was done to see if there is any correlationship between the results of self assessment and board examination in the same population group. Ninety two persons who took self assessment in April 1990 and board examination in Jan 1991 and 108 persons who took self assessment in Sept. 1991 and board examination in Jan 1992 were investigated. In both groups we can see the close positive correlationships between the results of self assessment and written board examination.