Ubiquitous testing can positively affect student learning by reinforcing the importance of being able to understand and apply knowledge in clinical contexts, which drives students to engage more actively in learning in clinical settings. To be better prepared, the participants felt that they needed to engage more actively in learning in clinical clerkships and have more access to multimedia learning resources. Still, they felt that the lectures that they had taken in preclinical years did not prepare them enough for this type of assessment and clinical encounters during clerkships were more helpful. The participants generally showed positive responses on ubiquitous testing.
Item difficulty and discrimination did not differ between text and multimedia items. The mean test score was significantly higher in the text group. Additionally, focus group interviews were held to investigate the students’ experiences of ubiquitous testing. Item response analyses were performed to compare item characteristics between the two versions. Multimedia items were delivered using tablets. The students were divided into two groups and were given different versions of 10 content-matched items: one in text version (the text group) and the other in multimedia version (the multimedia group). This study explored medical students’ experience with ubiquitous testing and its impact on student learning.Ī cohort (n=48) of third-year students at a medical school in South Korea participated in this study. Ubiquitous testing has the potential to affect medical education by enhancing the authenticity of the assessment using multimedia items. The impact on examinee performance and item characteristics is substantial. Text versions described auscultation findings using standard medical terminology.Īnalyses of item responses for first-time examinees from U.S./Canadian and international medical schools indicated that multimedia items were significantly more difficult than matched text versions, were less discriminating, and required more testing time.Įxaminees can more readily interpret auscultation findings described in text using standard terminology than those same findings presented in a more authentic multimedia format.
For multimedia versions, examinees used headphones to listen to the heart on a simulated chest while watching video showing associated chest and neck vein movements. This study investigated the impact of presenting cardiac auscultation findings in multimedia versus text format on item characteristics.Ĭontent-matched versions of 43 Step 1 and 51 Step 2 Clinical Knowledge (CK) multiple-choice questions describing common pediatric and adult clinical presentations were administered in unscored sections of Step 1 and Step 2 CK. We ended up building this to help out of ourselvesĪnd our friends and have now decided to release it publicly.During 2007, multimedia-based presentations of selected clinical findings were introduced into the United States Medical Licensing Examination. One of the practice tests you took was really predictive. Studying for Step is hard enough without constantly trying to figure out if your improving or if To submit your actual Step score if you already know it. The easiest way to contribute is to just submit your information above.
Plus we use data contributed from students like you! How can I contribute? We've gathered data from almost every, , and post and compiled them into one giant algorithm to help you correlate clinically your practice scores and your acutal score. You have a 95% chance of falling within your confidence interval How does this work? If you have a bad test you'll be at the lower end of that range and if you have a good test you'll be at the upper end of the range. We provide a best guess and a confidence interval.