Showing 1 - 2 of 2 Research Library Publications

Moving the United States Medical Licensing Examination Step 1 After Core Clerkships: An Outcomes Analysis

Posted: | D. Jurich, M. Daniel, M. Paniagua, A. Fleming, V. Harnik, A. Pock, A. Swan-Sein, M. A. Barone, S.A. Santen

Academic Medicine: March 2019 - Volume 94 - Issue 3 - p 371-377

 

Schools undergoing curricular reform are reconsidering the optimal timing of Step 1. This study provides a psychometric investigation of the impact on United States Medical Licensing Examination Step 1 scores of changing the timing of Step 1 from after completion of the basic science curricula to after core clerkships.

Category:Product-Oriented Research, USMLE

Trusting Your Test Results: Building and Revising Multiple-Choice Examinations

Posted: | D. Franzen, M. Cuddy, J. S. Ilgen

Journal of Graduate Medical Education: June 2018, Vol. 10, No. 3, pp. 337-338

 

To create examinations with scores that accurately support their intended interpretation and use in a particular setting, examination writers must clearly define what the test is intended to measure (the construct). Writers must also pay careful attention to how content is sampled, how questions are constructed, and how questions perform in their unique testing contexts.1–3 This Rip Out provides guidance for test developers to ensure that scores from MCQ examinations fit their intended purpose.

Category:Assessment-Oriented Research, General Measurement