RESEARCH LIBRARY
RESEARCH LIBRARY
View the latest publications from members of the NBME research team
Educational Measurement: Issues and Practice
This article aims to answer the question: when the assumption that examinees may apply themselves fully yet still respond incorrectly is violated, what are the consequences of using the modified model proposed by Lewis and his colleagues?
Academic Medicine: September 2020 - Volume 95 - Issue 9 - p 1388-1395
This article aims to assess the correlations between United States Medical Licensing Examination (USMLE) performance, American College of Physicians Internal Medicine In-Training Examination (IM-ITE) performance, American Board of Internal Medicine Internal Medicine Certification Exam (IM-CE) performance, and other medical knowledge and demographic variables.
American Journal of Obstetrics and Gynecology, Volume 223, Issue 3, Pages 435.e1-435.e6
The purpose of this study was to examine medical student reporting of electronic health record use during the obstetrics and gynecology clerkship.
Journal of Educational Measurement: Volume 57, Issue 2, Pages 216-229
This article presents two generalizability-theory–based analyses of the proportion of the item variance that contributes to error in the cut score. For one approach, variance components are estimated on the probability (or proportion-correct) scale of the Angoff judgments, and for the other, the judgments are transferred to the theta scale of an item response theory model before estimating the variance components.
Educational Measurement: Issues and Practice, 39: 30-36
This article proposes the conscious weight method and subconscious weight method to bring more objectivity to the standard setting process. To do this, these methods quantify the relative harm of the negative consequences of false positive and false negative misclassification.
Academic Medicine: Volume 95 - Issue 1 - p 111-121
This paper investigates the effect of a change in the United States Medical Licensing Examination Step 1 timing on Step 2 Clinical Knowledge (CK) scores, the effect of lag time on Step 2 CK performance, and the relationship of incoming Medical College Admission Test (MCAT) score to Step 2 CK performance pre and post change.