Journal of Medical Education and Curricular Development: Volume 10
In-training examinations (ITEs) are a popular teaching tool for certification programs. This study examines the relationship between examinees’ performance on the National Commission for Certification of Anesthesiologist Assistants (NCCAA) ITE and the high-stakes NCCAA Certification Examination.
Journal of Educational Measurement: Volume 58, Issue 4, Pages 515-537
In this paper, the NBME team reports the results an eye-tracking study designed to evaluate how the presence of the options in multiple-choice questions impacts the way medical students responded to questions designed to evaluate clinical reasoning. Examples of the types of data that can be extracted are presented. We then discuss the implications of these results for evaluating the validity of inferences made based on the type of items used in this study.
Academic Medicine: Volume 95 - Issue 11S - Pages S89-S94
Semiannually, U.S. pediatrics residency programs report resident milestone levels to the Accreditation Council for Graduate Medical Education (ACGME). The Pediatrics Milestones Assessment Collaborative (PMAC) developed workplace-based assessments of 2 inferences. The authors compared learner and program variance in PMAC scores with ACGME milestones.
Educational Measurement: Issues and Practice
This short, invited manuscript focuses on the implications for certification and licensure assessment organizations as a result of the wide‐spread disruptions caused by the COVID-19 pandemic.
Educational Measurement: Issues and Practice, 39: 37-44
This article presents the results of an experiment in which content experts were randomly assigned to one of two response probability conditions: .67 and .80. If the standard-setting judgments collected with the bookmark procedure are internally consistent, both conditions should produce highly similar cut scores.
Med Educ, 52: 359-361
Focusing specifically on examples set in the context of movement from Bachelor's level undergraduate programmes to enrolment in medical school, this publication argues that a great deal of what happens on college campuses today, curricular and otherwise, is (in)directly driven by the not‐so‐invisible hand of the medical education enterprise.