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Are long hours and hard work detrimental to end-clerkship examination scores?

AMERICAN JOURNAL OF SURGERY 1999年第2期177卷 132-135页

作者： Gerhardt, JD Filipi, CJ Watson, P Tselentis, R Reeves, J Creighton Univ Sch Med Dept Surg Omaha NE 68131 USA

BACKGROUND: Third-year medical students' complaints focus on the number of hours worked and subsequent lack of study time among three general surgery blocks. We hypothesize that this difference between the surgical blocks does not adversely influence student examination scores. METHODS: Student scores for the academic years 1996-97 to 1997-98 for the National Board of Medical Examiners (NBME) surgery subtests were compiled. A comparison of two "slow"' general surgery blocks (B/C) with one "busy" block (A) was made using a two-tailed t test. A multiple regression analysis was also employed. Finally, United Stales Medical Licensing Examination (USMLE) part I scores were used to determine equivalency of groups. RESULTS: NO significant difference existed between block A and blocks B/C in USMLE part I and NBME (P = 0.35 and 0.16 respectively). However, USMLE and rotation sequence influenced NBME scores (P < 0.001). CONCLUSION: The data suggest that no difference exists in examination scores between students assigned to a busy general surgery block versus those students assigned to slow blocks.(C) 1999 by Excerpta Medica, Inc.

关键词：临床实习教育考核/统计学和数值数据回归分析时间因素美国工作负荷量/统计学和数值数据人类

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Comparison of the objective structured clinical examination with the performance of third year medical students in surgery

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AMERICAN JOURNAL OF SURGERY 2000年第4期179卷 286-288页

作者： Merrick, HW Nowacek, G Boyer, J Robertson, J Med Coll Ohio Dept Surg Toledo OH 43699 USA Med Coll Ohio Off Educ Resources & Res Toledo OH 43699 USA

BACKGROUND: The purpose of this study was to investigate the validity of the Objective Structured Clinical Examination (OSCE) as an evaluation technique by comparing medical student performance on the OSCE with traditional forms of evaluation. SUBJECTS AND METHODS: We analyzed the performance of 129 third-year medical students in the 1997-1998 academic year on clinical evaluations, oral examinations, and NBME subject examinations, and on OSCE, which was not included in the final grade. RESULTS: The OSCE showed high correlation with the final grades received for the clerkship. Seventy-one percent of students receiving High Pass or Honors had high OSCE scores whereas 67% of students with low OSCE scores received poor or Defer grades. Pearson product-moment correlations demonstrated significant bivariate correlations with the other test parameters. CONCLUSIONS: This study demonstrates that the OSCE is similar to the traditional methods in evaluating general ability and is also able to evaluate clinical ability in a standardized manner. Am J Surg. 2000;179:286-288. (C) 2000 by Excerpta Medica, Inc.

关键词：方差分析教育考核/方法教育考核/标准教育考核/统计学和数值数据实习医师和住院医师职务/方法实习医师和住院医师职务/统计学和数值数据学生医科/统计学和数值数据外科学/教育外科学/统计学和数值数据人类

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What is the "ideal" grading system for the junior surgery clerkship?

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AMERICAN JOURNAL OF SURGERY 1999年第2期177卷 140-144页

作者： Ravelli, C Wolfson, P Thomas Jefferson Univ Hosp Jefferson Med Coll Dept Surg Philadelphia PA 19107 USA

BACKGROUND: There is currently no consistency in grading systems for clinical clerkships across medical schools. METHODS: Surgery clerkship directors were surveyed regarding their current grading categories, distribution of grades across levels, and opinions about the "ideal" grading system. RESULTS: Responses were received from 103 of 134 schools (77%), The following grading systems were employed: numerical scores, 1%;points, 1%;pass/fail, 5%;letter grades, 19%;and descriptor terms, 74%. institutions used the following number of grading categories: 2, 5%;3, 18%;4, 35%;5, 37%;8, 3%;and 7, 1%. There was considerable variation between schools in frequency distributions across levels. Half of clerkship directors were satisfied with their system, and most considered an ideal system to consist of 4 or 5 descriptors. CONCLUSIONS: We believe an optimal clerkship grading system should consist of 4 or 5 categories. A 3-level system does not sufficiently discriminate, and with more than 5 categories the lowest levels are rarefy used. Grades must be reported with clear information about their significance in each institution. (C) 1999 by Excerpta Medica, Inc.

关键词：临床实习教育考核/方法教育考核/统计学和数值数据问卷调查外科学/教育美国人类

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A Bayesian hierarchical model for multi-level repeated ordinal data: Analysis of oral practice examinations in a large anaesthesiology training program

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STATISTICS IN MEDICINE 1999年第15期18卷 1983-1992页

作者： Tan, M Qu, YS Mascha, E Schubert, A St Jude Childrens Res Hosp Dept Epidemiol & Biostat Memphis TN 38105 USA Cleveland Clin Fdn Dept Biostat & Epidemiol Cleveland OH 44195 USA Cleveland Clin Fdn Dept Gen Anesthesiol Cleveland OH 44195 USA

Oral practice examinations (OPEs) are used in many anaesthesiology programmes to familiarize anaesthesiology residents with the format of the oral examination administered by the American Board of Anesthesiology. The OPE outcome (final grade) consists of 'Definite Not Pass' , 'Probable Not Pass', 'Probable Pass' and 'Definite Pass'. In our study to assess the validity of the OPE, residents took an average of two (ranging from one to six) OPEs, each of which was evaluated by two board certified anaesthesiologists randomly selected from a pool of 12. A key question of interest was to identify factors, for example, the length of training, didactic experience and other characteristics, that most influence OPE outcome. In addition, we were interested in assessing the reliability of the final grade, that is, the covariance parameters are of interest as well. However, estimating variance components in multi-level data with an unequal number of repeated ordinal outcomes presents several statistical challenges, such as how to estimate high dimensional random effects parameters, especially for ordinal outcomes. We propose a Bayesian hierarchical proportional odds model for data with such complexity. The flexibility of such a model allows us to make inference on the association of OPE outcomes with other factors and to estimate the variance components as well. Copyright (C) 1999 John Wiley & Sons, Ltd.

关键词：麻醉学/教育贝叶斯定理教育考核/统计学和数值数据实习医师和住院医师职务/标准 Markov链模型生物学蒙特卡罗法观察者偏差人类

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Diagnosing written language disabilities using the Woodcock-Johnson tests of educational achievement-revised and the wechsler individual achievement test

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PSYCHOLOGICAL REPORTS 2000年第1期87卷 197-204页

作者： Brown, MB Giandenoto, MJ Bolen, LM E Carolina Univ Dept Psychol Greenville NC 27858 USA

The writing portions of the Woodcock-Johnson Tests of Educational Achievement-Revised and the Wechsler Individual Achievement Test are often administered when establishing eligibility for special education services due to learning disabilities. The scores on these measures are typically regarded as equivalent although little is known about how scores on the two measures differ for the same students. Differences of only a few points, however, may affect eligibility for special education services. These tests were administered to 25 sixth grade students previously diagnosed with learning disabilities in written expression only. Students' Wechsler scores were consistently higher on the overall writing composite, while there was no difference in the mean scores on the language mechanics subtests. The WIAT Written Expression subtest mean, however, was significantly higher than the Woodcock-Johnson Writing Samples subtest mean. Use of the Wechsler test would be less likely to identify children for special education services in written expression when point discrepancy criteria are utilized for eligibility. Clinicians should be cognizant of the effect of the specific test chosen on eligibility outcome.

关键词：成就教育特殊教育考核/统计学和数值数据合格鉴定语言发展障碍/诊断学习障碍/诊断心理测定学可重复性结果韦氏智力量表/统计学和数值数据写作青少年儿童女(雌)性人类男(雄)性

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An examination of the psychometric properties of the Test of Reading Performance using structural equation modeling

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PSYCHOLOGICAL REPORTS 2000年第3期86卷 789-802页

作者： Sideridis, GD Padeliadu, S Aristotelian Univ Salonika GR-54006 Salonika Greece

The present purpose was to investigate the psychometric properties of the Test of Reading Performance, a new scale designed to evaluate the reading performance of Greek elementary school students. The sample consisted of 181 elementary school students, attending Grades 1-6 at two elementary schools in the area of Thessaloniki. The Test of Reading Performance was hypothesized to measure six constructs, namely, letter knowledge, phoneme blending, word identification, morphology knowledge, syntactic knowledge, and passage comprehension. Each construct was defined by two to four measured variables. The chosen structural model supported the multidimensional nature of reading and the relationship between the measured variables and constructs. Estimates of discriminant and convergent validity using confirmatory factor analytic procedures were satisfactory although these was multicollinearity for the measures morphology-syntax and morphology-comprehension. Internal consistency was also satisfactory for the full scale (alpha=.83).

关键词：成就教育考核/统计学和数值数据希腊模型统计学心理测定学阅读可重复性结果儿童女(雌)性人类男(雄)性

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Part 1 behavioral science scores: After a summer psychiatric research clerkship: Failure to replicate

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PERCEPTUAL AND MOTOR SKILLS 1999年第2期88卷 622-624页

作者： Holmes, GR Thornhill, JT Univ S Carolina William S Hall Psychiat Inst Dept Neuropsychiat & Behav Sci Columbia SC 29208 USA

The present study did not replicate Holmes,' ef al.'s (1987) findings that medical students who participated ina summer psychiatric research clerkship scored statistically significantly higher than matched controls on the Behavioral Science portion of the National Board of Medical Examiners' Pare I Exam. Group ns in this replication were 39 each.

关键词：成就行为科学/教育临床实习临床工作能力教育考核/统计学和数值数据精神病学/教育学生医科/统计学和数值数据女(雌)性人类男(雄)性

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Left-handedness and achievements in foreign language studies

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BRAIN AND LANGUAGE 1999年第3期70卷 504-517页

作者： Lamm, O Epstein, R Univ Haifa Sch Educ IL-31999 Haifa Israel Yael Inst Assessment Cognit Funct Haifa Israel

Studies of brain lateralization lend support to the hypothesis that language-motor functions in left-handers are differently organized from those in right-handers. However, the implications of these differences regarding cognitive functioning are as yet subject to controversy. This concerns all hypotheses raised and empirical data collected over the years. Although it was suggested that left-handers are at higher risk of having language and reading deficits, empirical data from clinical and nonclinical populations are inconclusive at the present time. No effort, however, has been invested in examining possible differences in academic studies of foreign languages according to handedness. Here we report data indicating inferior achievements of left-handed native Hebrew speakers in studies of English as a foreign language. Left-handed pupils significantly more than right-handers were placed in lower level English classes and had more difficulties in applying orthographic-phonological mapping rules in reading English words and pseudowords. However, left-handers' difficulties in this task were not correlated with their performance in a word recognition task. It is thus suggested that the "common symptom" of poor word reading in left-handers indicates different processing failures in different left-handers, some of which impede the buildup of an internal representational system of mapping orthography to phonology and some of which concern mainly the precision of word production. (C) 1999 Academic Press.

关键词：成就脑/生理学教育考核/统计学和数值数据功能偏侧化/生理学语言运动技能/生理学心理测定学随机分配青少年儿童女(雌)性人类男(雄)性

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Prosthodontic Olympics: gaming to aid students gain proficiency.

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Journal of dental education 2000年第4期64卷 302-305页

作者： Loney, R.W. Murphy, H.J. Miller, V.J. Dept. of Dental Clinical Sciences Faculty of Dentistry Dalhousie University Halifax NS Canada.

Evaluated the effectiveness of an educational game, "The Prosthodontic Olympics," to improve the speed of dental students in their performance of selected laboratory procedures. The students race to complete a procedure which is then judged for quality. Evaluation indicated participants increased their speed by as much as 50 percent without sacrificing quality and responded positively to the activity. (DB)

关键词：教育考核/方法教育考核/统计学和数值数据策略实验性义齿修复术/教育教学/方法教学/统计学和数值数据时间因素

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A comparison of Web page and slide/tape for instruction in periapical and panoramic radiographic anatomy.

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Journal of dental education 2000年第4期64卷 269-275页

作者： Ludlow, J.B. Platin, E. Diagnostic Sciences and General Dentistry Department University of North Carolina School of Dentistry Chapel Hill 27599-7450 USA.

Self-guided slide/tape (ST) and web page (WP) instruction in normal radiographic anatomy of periapical and panoramic images is compared using objective test performance and subjective preference of freshman dental students. A class of seventy-four students was divided into a group studying anatomy in periapical images using WP and a group studying similar ST material. In a modified cross-over design the groups switched presentation technologies to learn anatomy in panoramic images. Students completed self-administered on-line quizzes covering WP materials and conventional quizzes for ST material. Students also completed a voluntary survey. Mean quiz performance identifying matched anatomic features in PA (n = 26) and panoramic images (n = 35) was excellent (96.9%) and not different between image types (p = 0.12) or presentation technologies (p = 0.81). Students preferred WP for accessibility, ease of use, freedom of navigation, and image quality (p < .01). Student comfort level with the quiz formats of the two technologies was not different (p = 0.11). Students experienced a higher rate of mechanical and logistical problems with ST than with WP technology. While 71 percent of the students preferred WP technology, this preference appears to be related to ease of use and facilitation of flexible learning styles rather than improved didactic performance.

关键词：视听设备计算机辅助教学/方法教育牙科/方法教育考核/方法教育考核/统计学和数值数据因特网北卡罗来纳根尖周组织/解剖学和组织学根尖周组织/放射摄影术放射摄影术全景教学/方法人类

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