Psychometric Modeling to Identify Examinees' Strategy Differences during Testing.

Aptitude test scores are typically interpreted similarly for examinees with the same overall score. However, research has found evidence of examinee differences in strategies, as well as in the continued application of appropriate procedures during testing. Such differences can impact the correlates of test scores, making similar interpretations for equivalent scores questionable. This study presents some item response theory (IRT) models that are relevant to identifying examinee differences in strategies and understanding of test-taking procedures. First, mixture IRT models that identify latent classes of examinees with different patterns of item responses are considered; these models have long been available but unfortunately are not routinely applied. Strategy differences between the classes can then be studied separately by modeling the response patterns with cognitive complexity variables within each class. Secondly, novel psychometric approaches that leverage response time information (in particular, response time residuals) in order to identify both inter and intraindividual variability in response processes are considered. In doing so, a general method for evaluating threats to validity is proposed. The utility of the approach, in terms of providing more interpretable performance estimates and improving the administration of psychological measurement instruments, is then demonstrated with an empirical example.

A Model-Based Approach to the Disentanglement and Differential Treatment of Engaged and Disengaged Item Omissions.

Item omissions in large-scale assessments may occur for various reasons, ranging from disengagement to not being capable of solving the item and giving up. Current response-time-based classification approaches allow researchers to implement different treatments of item omissions presumably going back to different mechanisms. These approaches, however, are limited in that they require a clear-cut decision on the underlying missingness mechanism and do not allow to take the uncertainty in classification into account. We present a response-time-based model-based mixture modeling approach that overcomes this limitation. The approach (a) facilitates disentangling item omissions stemming from disengagement from those going back to solution behavior, (b) considers the uncertainty in omission classification, (c) allows for omission mechanisms to vary on the item-by-examinee level, (d) supports investigating person and item characteristics associated with different types of omission behavior, and (e) gives researchers flexibility in deciding on how to handle different types of omissions. The approach exhibits good parameter recovery under realistic research conditions. We illustrate the approach on data from the Programme for the International Assessment of Adult Competencies 2012 and compare it against previous classification approaches for item omissions.

Does 'summative' count? The influence of the awarding of study credits on feedback use and test-taking motivation in medical progress testing.

Despite the increasing implementation of formative assessment in medical education, its' effect on learning behaviour remains questionable. This effect may depend on how students value formative, and summative assessments differently. Informed by Expectancy Value Theory, we compared test preparation, feedback use, and test-taking motivation of medical students who either took a purely formative progress test (formative PT-group) or a progress test that yielded study credits (summative PT-group). In a mixed-methods study design, we triangulated quantitative questionnaire data (n = 264), logging data of an online PT feedback system (n = 618), and qualitative interview data (n = 21) to compare feedback use, and test-taking motivation between the formative PT-group (n = 316), and the summative PT-group (n = 302). Self-reported, and actual feedback consultation was higher in the summative PT-group. Test preparation, and active feedback use were relatively low and similar in both groups. Both quantitative, and qualitative results showed that the motivation to prepare and consult feedback relates to how students value the assessment. In the interview data, a link could be made with goal orientation theory, as performance-oriented students perceived the formative PT as not important due to the lack of study credits. This led to low test-taking effort, and feedback consultation after the formative PT. In contrast, learning-oriented students valued the formative PT, and used it for self-study or self-assessment to gain feedback. Our results indicate that most students are less motivated to put effort in the test, and use feedback when there are no direct consequences. A supportive assessment environment that emphasizes recognition of the value of formative testing is required to motivate students to use feedback for learning.

Comparing Test-Taking Effort Between Paper-Based and Computer-Based Tests.

The article compares the trajectories of students' self-reported test-taking effort during a 120 minutes low-stakes large-scale assessment of English comprehension between a paper-and-pencil (PPA) and a computer-based assessment (CBA). Test-taking effort was measured four times during the test. Using a within-subject design, each of the N = 2,676 German ninth-grade students completed half of the test in PPA and half in CBA mode, where the sequence of modes was balanced between students. Overall, students' test-taking effort decreased considerably during the course of the test. On average, effort was lower in CBA than in PPA. While on average, effort was lower in CBA than in PPA, the decline did not vary between both modes during the test. That is, students' self-reported effort was higher if the items were easier (compared to students' abilities). The consequences of these results concerning the further development of CBA tests and large-scale assessments in general are discussed.

The Effects of Personalized Nudges on Cognitively Disengaged Student Behavior in Low-Stakes Assessments.

In educational settings, students rely on metacognitive processes to determine whether or not to exert effort. We investigated ways to minimize cognitively disengaged responses (i.e., not-fully-effortful responses) during a low-stakes mathematics assessment. Initially, we established theory-driven time thresholds for each item to detect such responses. We then administered the test to 800 eighth-graders across three conditions: (a) control (n = 271); (b) instruction (n = 267); and (c) nudge (n = 262). In the instruction condition, students were told to exert their best effort before starting the assessment. In the nudge condition, students were prompted to give their best effort following each first-attempt response that was both incorrect and not-fully-effortful. Therefore, students had multiple opportunities to adjust their level of effort. Nudges, but not effort instruction, significantly reduced students' not-fully-effortful responses. Neither the nudges nor the effort instruction significantly impacted performance. In a post-test survey, most students reported that they received nudges whenever they did not know the answer (55%). Overall, these findings suggest that while nudges reduce cognitively disengaged responses, most students appear to strategically modulate their level of effort based on self-monitoring their knowledge and response effort.

Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities.

This study analyzed performance, process, and survey data of eighth graders with learning disabilities (LDs) who took the 2017 National Assessment of Educational Progress (NAEP) digital math test. Compared with students with LDs who did not receive extended time accommodations (ETAs), students with LDs who received and used ETA scored significantly higher on the test, whereas students with LDs who received but did not use ETA scored significantly lower on the test. In addition, students with LDs in the two ETA groups reported a lower level of perceived time pressure and a higher level of math interest and enjoyment than their peers who did not receive ETA. For students with LDs who received ETA, optimal performance was achieved with 50% additional time, while their peers who did not receive ETA typically performed best when utilizing most of their allotted time. The analysis of process data revealed that students with LDs who used ETA performed more actions, had a higher number of revisits, used universal design digital tools more frequently, and performed better on time-consuming items than their peers who did not receive ETA at the same level of math performance.

Are Speeded Tests Unfair? Modeling the Impact of Time Limits on the Gender Gap in Mathematics.

When cognitive and educational tests are administered under time limits, tests may become speeded and this may affect the reliability and validity of the resulting test scores. Prior research has shown that time limits may create or enlarge gender gaps in cognitive and academic testing. On average, women complete fewer items than men when a test is administered with a strict time limit, whereas gender gaps are frequently reduced when time limits are relaxed. In this study, we propose that gender differences in test strategy might inflate gender gaps favoring men, and relate test strategy to stereotype threat effects under which women underperform due to the pressure of negative stereotypes about their performance. First, we applied a Bayesian two-dimensional item response theory (IRT) model to data obtained from two registered reports that investigated stereotype threat in mathematics, and estimated the latent correlation between underlying test strategy (here, completion factor, a proxy for working speed) and mathematics ability. Second, we tested the gender gap and assessed potential effects of stereotype threat on female test performance. We found a positive correlation between the completion factor and mathematics ability, such that more able participants dropped out later in the test. We did not observe a stereotype threat effect but found larger gender differences on the latent completion factor than on latent mathematical ability, suggesting that test strategies affect the gender gap in timed mathematics performance. We argue that if the effect of time limits on tests is not taken into account, this may lead to test unfairness and biased group comparisons, and urge researchers to consider these effects in either their analyses or study planning.

Lower socioeconomic status is related to poorer emotional well-being prior to academic exams.

BACKGROUND: People of lower social status tend to have greater emotional responses to stress. The present study assessed whether lower social status was related to greater emotional responses in anticipation of a naturalistic stressor: academic exams among college students. METHODS: College students in an introductory statistics class (N = 252; 75.81% female; 18.41% Latino, 25.10% White, 43.93% Asian, 12.56% different racial backgrounds) completed two course exams as part of this naturalistic prepost-experimental design. They provided four reports of positive, depressive, and anxious emotion - one the day before and one immediately after each exam. RESULTS: As hypothesized, multilevel models (ratings nested within participants) predicting emotion indicated that students with lower mother's education had less positive emotion, more depressive emotion, and more anxious emotion the day prior to academic exams than students with higher mother's education (proportional reductions in variance [PRV] = .013-.020). Specifically, lower mother's education was associated with poorer well-being before but not after the exam. Exploratory models revealed that differences in emotion by mother's education were strongest for students with lower exam scores (PRV = .030-.040). CONCLUSIONS: Socioeconomic status may influence college students' anticipatory distress prior to academic exams, which may impact health and academic performance.

Analyzing traditional and accelerated nursing student exam answer changing behaviors: A retrospective study.

OBJECTIVE: This study examined differences in exam answer changing behavior among baccalaureate students based on program pace, semester in the program, exam scores, and grade point average. DESIGN: The study is a retrospective review of quantitative data. SETTING: The data was collected using standardized testing results taken by students at a private, liberal arts university in the midwestern United States. PARTICIPANTS: 774 normed standardized nursing exams were reviewed retrospectively for number and type of answer changes and analyzed between traditional and accelerated baccalaureate students early, middle, and late in the curriculum. RESULTS: Most answer changes (50%) were beneficial to grades. Answer changing decreased late in the program. Students scoring higher changed fewer answers. Program pace and grade point average did not influence answer changing. CONCLUSION: Answer changing should not be generally discouraged. Promoting adequate preparation and test taking skills may benefit nursing students, especially early in programs.

Introducing the C-reactive protein point-of-care test: A conversation analytic study of primary care consultations for respiratory tract infection.

The C-reactive protein point-of-care test (CRP-POCT) can help distinguish between viral and bacterial infection and has been promoted as a strategy to improve antimicrobial stewardship. The test is widely used in Sweden. National guidelines advocate conservative use in primary care consultations with patients presenting with symptoms of respiratory tract infection (RTI). Previous research suggests low adherence to guidelines. We provide new insights into the communication surrounding the CRP-POCT by documenting how the decision to administer the test is interactionally motivated and organized in Swedish primary care. The data consists of video-recordings of RTI-consultations. A CRP-POCT was performed in nearly two thirds of the consultations and our study is focused on a subset where the test is ordered by a medical doctor. We find that doctors order the test during the transition from or after physical examination, a practice that aligns with national guidelines. Guidelines indicate that pathological findings from physical examination are warrants for ordering the test but we only found one example where this was communicated to the patient. A more prevalent pattern was that doctors ordered the CRP-POCT even though the outcome of the physical examination was assessed as normal. Our analyses of these show that doctors can provide the rationale for ordering the test in subtle ways and that failure to provide a rationale is treated as a noticeable absence. We also find that the CRP-POCT can be used to reconcile the contrast between the normal physical examination and the patient's problem presentation. Doctors can also order the test in ways that position the CRP-POCT as criterial for antibiotic prescription. Consultations where the patients described the symptoms as particularly severe and/or persistent were more likely to engender elaborate accounts than consultations where patients presented their symptoms as less problematic.

Disengaged response behavior when the response button is blocked: Evaluation of a micro-intervention.

In large-scale assessments, disengaged participants might rapidly guess on items or skip items, which can affect the score interpretation's validity. This study analyzes data from a linear computer-based assessment to evaluate a micro-intervention that blocked the possibility to respond for 2 s. The blocked response was implemented to prevent participants from accidental navigation and as a naive attempt to prevent rapid guesses and rapid omissions. The response process was analyzed by interpreting log event sequences within a finite-state machine approach. Responses were assigned to different response classes based on the event sequence. Additionally, post hoc methods for detecting rapid responses based on response time thresholds were applied to validate the classification. Rapid guesses and rapid omissions could be distinguished from accidental clicks by the log events following the micro-intervention. Results showed that the blocked response interfered with rapid responses but hardly led to behavioral changes. However, the blocked response could improve the post hoc detection of rapid responding by identifying responses that narrowly exceed time-bound thresholds. In an assessment context, it is desirable to prevent participants from accidentally skipping items, which in itself may lead to an increasing popularity of initially blocking responses. If, however, data from those assessments is analyzed for rapid responses, additional log data information should be considered.

Construcción y validación de la Escala de Afrontamiento de la Ansiedad durante los Exámenes / Developing and Validation of the Anxiety Coping during Tests Scale

Las estrategias de afrontamiento permiten regular la ansiedad experimentada durante situaciones evaluativas y continuar su resolución. El objetivo de este estudio fue construir una escala para medir el uso de estrategias que permiten afrontar la ansiedad durante un examen escrito, delimitadas a aquellas que permiten continuar resolviendo el examen. El instrumento construido fue aplicado a 184 personas (101 mujeres, 82 hombres y 1 persona no identificada con esas categorías (Medad = 17.27, DE = 0.70) y consideró las experiencias en el examen de admisión a una Universidad. Mediante un Modelo de Ecuaciones Estructurales Exploratorio se evidenció una estructura de tres factores que representaron las estrategias: aceptación, puesta en perspectiva y afrontamiento activo. Cada factor definió una subescala, las cuales presentaron evidencias de confiabilidad: consistencias internas aceptables y correlaciones test-retest positivas y significativas. Se aportaron evidencias de validez favorables mediante análisis de jueces, análisis de ecuaciones estructurales, diferencias según género y correlaciones parciales con ansiedad ante los exámenes. Se concluyó que la escala propuesta es apropiada para medir el afrontamiento de la ansiedad durante exámenes.

Coping strategies are a useful tool to regulate the anxiety experienced in evaluative situations.Based on that, the objective of this study was to develop a scale to measure the use of strategies in order to cope anxiety during tests, delimiting those which allow to continue solving the test. The developed instrument was applied to 184 people (101 women, 82 men and 1 unidentified person with these categories (Mage = 17.27, SD = 0.70) and it considered the experiences in the admission test to a University. The Exploratory Structural Equation Modeling showed a three-factor structure, which represented the strategies: acceptance, putting into perspective and active coping. Each factor defined a subscale, which presented evidence of reliability: acceptable internal consistencies and significant test-retest correlations. Favorable evidence of validity was provided through the analysis of experts, structural equation analysis, gender differences, and partial correlations with test anxiety. It was concluded that the proposed scale is suitable to measure the coping with during tests.

Construcción y validación de la Escala de Afrontamiento de la Ansiedad durante los Exámenes / Developing and Validation of the Anxiety Coping during Tests Scale

Las estrategias de afrontamiento permiten regular la ansiedad experimentada durante situaciones evaluativas y continuar su resolución. El objetivo de este estudio fue construir una escala para medir el uso de estrategias que permiten afrontar la ansiedad durante un examen escrito, delimitadas a aquellas que permiten continuar resolviendo el examen. El instrumento construido fue aplicado a 184 personas (101 mujeres, 82 hombres y 1 persona no identificada con esas categorías (Medad = 17.27, DE = 0.70) y consideró las experiencias en el examen de admisión a una Universidad. Mediante un Modelo de Ecuaciones Estructurales Exploratorio se evidenció una estructura de tres factores que representaron las estrategias: aceptación, puesta en perspectiva y afrontamiento activo. Cada factor definió una subescala, las cuales presentaron evidencias de confiabilidad: consistencias internas aceptables y correlaciones test-retest positivas y significativas. Se aportaron evidencias de validez favorables mediante análisis de jueces, análisis de ecuaciones estructurales, diferencias según género y correlaciones parciales con ansiedad ante los exámenes. Se concluyó que la escala propuesta es apropiada para medir el afrontamiento de la ansiedad durante exámenes.

Coping strategies are a useful tool to regulate the anxiety experienced in evaluative situations.Based on that, the objective of this study was to develop a scale to measure the use of strategies in order to cope anxiety during tests, delimiting those which allow to continue solving the test. The developed instrument was applied to 184 people (101 women, 82 men and 1 unidentified person with these categories (Mage = 17.27, SD = 0.70) and it considered the experiences in the admission test to a University. The Exploratory Structural Equation Modeling showed a three-factor structure, which represented the strategies: acceptance, putting into perspective and active coping. Each factor defined a subscale, which presented evidence of reliability: acceptable internal consistencies and significant test-retest correlations. Favorable evidence of validity was provided through the analysis of experts, structural equation analysis, gender differences, and partial correlations with test anxiety. It was concluded that the proposed scale is suitable to measure the coping with during tests.

How we explore, interpret, and solve complex problems: A cross-national study of problem-solving processes.

Complex problem solving (CPS) is considered an important educational outcome in the 21st century. Despite its importance, we have only little only knowledge of its measurability, development, or comparability in some countries, in particular in those with a short history of computer-based assessment. The results of the current study provide insights into the validity of CPS measurements and shed light on the different behavioral patterns and test-taking behavior in two convenience samples with different sample characteristics of Jordanian (N = 431) and Hungarian (N = 1844) students as they solve complex problems. CPS proved to be measurement-invariant in Jordan and Hungary among university students. Analyzing log data, we identified differences in students' test-taking behavior in terms of the effectiveness of their exploration strategy, time-on-task, and number of trials. Based on the students' exploration strategy behavior, we identified four latent classes in both samples. The tested process indicators proved to be non-invariant over the different latent profiles; that is, there are differences in the role of the number of manipulations executed, time-on-task, and type of strategy used in actual problem-solving achievement between students that fall within different profiles. This study contributes to our understanding of how students from different educational contexts behave while solving complex problems.

Quantifying the Distorting Effect of Rapid Guessing on Estimates of Coefficient Αlpha.

An underlying threat to the validity of reliability measures is the introduction of systematic variance in examinee scores from unintended constructs that differ from those assessed. One construct-irrelevant behavior that has gained increased attention in the literature is rapid guessing (RG), which occurs when examinees answer quickly with intentional disregard for item content. To examine the degree of distortion in coefficient alpha due to RG, this study compared alpha estimates between conditions in which simulees engaged in full solution (i.e., do not engage in RG) versus partial RG behavior. This was done by conducting a simulation study in which the percentage and ability characteristics of rapid responders as well as the percentage and pattern of RG were manipulated. After controlling for test length and difficulty, the average degree of distortion in estimates of coefficient alpha due to RG ranged from -.04 to .02 across 144 conditions. Although slight differences were noted between conditions differing in RG pattern and RG responder ability, the findings from this study suggest that estimates of coefficient alpha are largely robust to the presence of RG due to cognitive fatigue and a low perceived probability of success.

Peer-Assisted Learning (PAL): Perceptions and Wellness of First-Year Medical Students.

INTRODUCTION: Medical education is oftentimes stressful and has been documented to compromise student well-being, hinder performance, and contribute to burnout. Many medical schools aim to foster students' sense of well-being. This can be accomplished by peer-assisted learning (PAL), which has the potential to improve student wellness and performance in medical school. METHODS: The PAL program at Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine provides first-year medical students with educational sessions related to their curriculum, led by second-year medical students. The goal of this study was to determine the efficacy of PAL in promoting wellness and enhancing knowledge. Pre- and post-program surveys were distributed to students prior to and after the completion of PAL. Data analysis included frequencies of responses, qualitative analysis, and chi-square analysis. RESULTS: Thirty-eight out of 51 first-year medical students responded to the pre-program survey (response rate 75%) and 23 out of 51 responded to the post-program survey (response rate 45%). A majority of respondents from the pre-survey believed that PAL would provide them with tools necessary to be successful. These findings were similar in the post-program survey with a majority of attendees sharing that PAL enhanced their knowledge, reduced test-taking anxiety, and provided useful skills. DISCUSSION: Results from the pre- and post-program surveys suggest that PAL can enhance student well-being while improving knowledge of the material taught in medical school. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-021-01381-0.

Is Differential Noneffortful Responding Associated With Type I Error in Measurement Invariance Testing?

Low test-taking effort as a validity threat is common when examinees perceive an assessment context to have minimal personal value. Prior research has shown that in such contexts, subgroups may differ in their effort, which raises two concerns when making subgroup mean comparisons. First, it is unclear how differential effort could influence evaluations of scale property equivalence. Second, if attaining full scalar invariance, the degree to which differential effort can bias subgroup mean comparisons is unknown. To address these issues, a simulation study was conducted to examine the influence of differential noneffortful responding (NER) on evaluations of measurement invariance and latent mean comparisons. Results showed that as differential rates of NER grew, increased Type I errors of measurement invariance were observed only at the metric invariance level, while no negative effects were apparent for configural or scalar invariance. When full scalar invariance was correctly attained, differential NER led to bias of mean score comparisons as large as 0.18 standard deviations with a differential NER rate of 7%. These findings suggest that test users should evaluate and document potential differential NER prior to both conducting measurement quality analyses and reporting disaggregated subgroup mean performance.

Peak Torque Prediction Using Handgrip and Strength Predictors in Men and Women With Motor Complete Spinal Cord Injury.

OBJECTIVES: To establish predictive equations for peak torque of muscle groups with totally and partially preserved innervation in individuals with motor complete spinal cord injury (SCI), based on hand dynamometry and strength predictor variables. METHODS: The cross-sectional study conducted at a rehabilitation hospital consecutively recruited 108 men and women with SCI. All participants performed maximum peak torque tests for shoulder abduction/adduction (isokinetic), trunk flexion/extension (isometric), and handgrip strength testing (hand dynamometer) to establish predictive peak torque equations. The primary outcomes were peak torque variables. Handgrip strength, age, injury level, time since injury, age at injury, body mass, height, body mass index, and physical activity level were the secondary outcomes used as strength predictor variables. RESULTS: Handgrip strength was a predictor variable for shoulder abduction/adduction peak torque. The best predictive models for shoulder abduction/adduction peak torque exhibited R 2 = 0.57 and R 2 = 0.60, respectively (p ≤ .05). Injury level showed the highest significant predictive capacity for trunk flexion/extension peak torque models (R 2 = 0.38 and R 2 = 0.29; p ≤ .05). CONCLUSION: Shoulder abduction/adduction peak torque predictive equations may be an alternative for use in an accessible strength tool (hand dynamometry) to evaluate training and rehabilitation programs. Trunk flexion/extension peak torque equations exhibited moderate correlations and high standard error of the estimates and should be used with caution.

Handgrip Strength Cutoff Points for Functional Independence and Wheelchair Ability in Men With Spinal Cord Injury.

OBJECTIVES: To determine optimal handgrip strength (HGS) cutoff points for greater functional independence and wheelchair skills in men with spinal cord injury (SCI), and to establish predictive equations for functional independence and wheelchair ability in men with SCI, based on demographic characteristics, HGS, and functionality. METHODS: In this cross-sectional study conducted at a rehabilitation hospital, 54 men with SCI were recruited and stratified into high and low paraplegia groups. All participants performed a maximum HGS test to determine cutoff points for the Spinal Cord Independence Measure (SCIM-III) and Adapted Manual Wheelchair Circuit (AMWC). The primary outcomes were the SCIM-III, AMWC, and HGS. Demographic characteristics obtained from participants' electronic medical records were the secondary outcomes, used as predictor variables of functional independence. RESULTS: The SCIM-III scale, performance score, and 3-minute overground wheeling test presented significant regression equations (R = 0.45, R = 0.69, and R = 0.72). The HGS showed a cutoff point of 102.5 kilogram force (kgf) to achieve a score of 70 on the SCIM-III and a 3-minute overground wheeling distance of 270 m. The HGS cutoff point to obtain a performance score of 23.7 seconds was 93.0 kgf. CONCLUSION: The HGS was a significant predictor for the SCIM-III score, AMWC performance score, and 3-minute overground wheeling test. Three significant predictive equations were established based on HGS. The cutoff points could be adopted as parameters for optimal functional independence and wheelchair skills.

Ayudantías universitarias: influencia académica percibida en el desempeño en el examen de residencias médicas municipales / Teaching assistants: perceived academic influence on performance in municipal medical residency exams

Introducción: el ejercicio de la docencia universitaria por parte de estudiantes de Medicina ofrecería múltiples beneficios. Sin embargo, no hay evidencia de que mejore el desempeño en los exámenes estandarizados en el posgrado. El objetivo de este estudio fue describir la diferencia de los puntajes en el examen de residencias médicas municipales entre ayudantes y no ayudantes, y evaluar la autopercepción del efecto de ser ayudante sobre el desempeño en dicho examen y sobre las habilidades académicas. Métodos: estudio observacional, descriptivo, de corte transversal, con un muestreo por conveniencia de médicos participantes del examen de residencias médicas municipales de la Ciudad Autónoma de Buenos Aires (CABA) de 2018, a partir del listado oficial. Se excluyeron aquellos a quienes fue imposible contactar, que se negaran a participar o cuya identidad discrepara con la de la persona seleccionada para incluir en el estudio. Resultados: de los 3579 médicos que concursaron en el examen de residencias médicas básicas municipales de CABA 2018, se tomó una muestra aleatoria de 300 sujetos, de los cuales se contactó a 87. De ellos, 20 sujetos cumplían con criterios de exclusión; por lo tanto fueron 67 sujetos los que finalmente participaron del estudio. La proporción de respuestas con respecto a los sujetos que pudieron ser contactados mediante redes sociales fue 77%. El puntaje de examen entre los ayudantes fue de 32,3 ± 5,7 puntos mientras que entre los no ayudantes fue 29,5 ± 6,1 puntos. Entre los ayudantes, el 68% informó percibir que el hecho de haber realizado una ayudantía en el pregrado tuvo un efecto de levemente a muy positivo sobre su desempeño en el examen, un 76% refirió la profundización de conocimientos específicos, el 73% informó una mejoría en sus habilidades comunicacionales y el 59% una mayor capacidad para jerarquizar contenidos. Conclusión: el desarrollo de una actividad docente en el pregrado sería percibida por quienes la desarrollan como una actividad promotora de habilidades comunicacionales y de jerarquización de contenidos y, ulteriormente, como una influencia positiva en el desempeño académico en el examen de residencias médicas municipales. Estas conclusiones deben confirmarse con estudios futuros. (AU)

Introduction: medical students could benefit from teaching university courses. However, there is no evidence showing that this activity improves academic performance on standardized tests in graduate school. The objective of this study was to describe the differences in scores on the municipal medical residency exam between physicians who were teaching assistants and those who weren't, and to evaluate the self-perception of the effect of being a teaching assistant on the performance on this exam and on academic skills in general. Methods: this is an observational, descriptive, cross-sectional study, with a convenience sample of physicians participating in the 2018 municipal medical residency exam of the Autonomous City of Buenos Aires (CABA) based on official lists. Those who could not be contacted, refused to participate, or whose identity diverged from the person selected to include in the study, were excluded. Results: of the 3,579 physicians who participated in the basic municipal medical residency exam in CABA 2018, a random sample of 300 subjects was taken, of which 87 were contacted. Of those, 20 subjects met the exclusion criteria, having 67 subjects finally participating in the study. The proportion of subjects who could be contacted through social networks was 77%. The exam score among physicians who were teaching assistants was 32.3 ± 5.7 points while among the non-teaching assistants it was 29.5 ± 6.1 points. Among the teaching assistants, 68% perceived that the fact of having been a teaching assistant as an undergraduate had a slight to very positive effect on their performance in the exam, 76% referred the deepening of their specific knowledge on the subject they taught, 73% reported an improvement in their communication skills, and 59% referred a greater ability to rank content. Conclusions: undergraduate teaching would be perceived as an activity that promotes communication skills and ability to rank content and, therefore, as a positive influence on academic performance in the municipal medical residency exam. These conclusions need to be confirmed with future studies. (AU)