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.

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)

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

OBJECTIVE: Determine trunk and shoulder muscle strength cutoff points for functional independence and wheelchair skills, and verify the predictive capacity of relative and absolute peak torque in men with spinal cord injury (SCI). DESIGN: Cross-sectional study. SETTING: Rehabilitation hospital setting. PARTICIPANTS: Men (N=54) with SCI were recruited and stratified into high and low paraplegia groups. INTERVENTIONS: All participants performed maximum strength tests for shoulder abduction or adduction (isokinetic) and trunk flexion or extension (isometric) to determine relative and absolute peak torque cutoff points for the Spinal Cord Independence Measure version III (SCIM-III) and Adapted Manual Wheelchair Circuit (AMWC). MAIN OUTCOME MEASURES: The primary outcome measures were SCIM-III, AMWC-Brazil test, and strength variables (peak torques). Demographic characteristics obtained from participants' electronic medical records were the secondary outcomes used as predictor variables of functional independence. RESULTS: The best predictive model for SCIM-III (R=0.78, P≤.05) used the sum of trunk flexion and extension relative peak torque values to determine the cutoff points (1.42 N·m/kg for a score of 70). Relative shoulder abduction peak torque was used in the predictive models for AMWC outcomes: performance score (R=0.77, P≤.05, cutoff points of 0.97 N·m/kg for 300.0m) and 3-minute overground wheeling (R=0.72, P≤.05, cutoff points of 0.96 N·m/kg for 18.5s). CONCLUSIONS: Relative peak torque showed better predictive capacity compared to absolute peak torque. Cutoff points were established for relative muscle strength and could help health professionals set appropriate goals for individuals with SCI to achieve high functional independence and wheelchair ability.

Impacto de diferentes modalidades de evaluación en el promedio de notas de estudiantes de Medicina: un estudio de intervención no aleatorizado / Impact of different types of evaluation on the average grade of medicine students: a non-randomized interventional study

Introducción: en el proceso de enseñanza-aprendizaje existen múltiples conflictos al momento de seleccionar el tipo de evaluación que debería aplicarse a estudiantes de Medicina. Nuestro objetivo es comparar diferencias en la media de notas de tres modalidades de examen (oral, escrito para desarrollar y preguntas de opción múltiple) para así determinar cómo estas podrían afectar el desempeño de los estudiantes de Medicina en el campo de la Farmacología. Material y métodos: estudio cuasi experimental con una intervención no aleatorizada en una muestra por conveniencia de estudiantes de Medicina. A fin de evaluar diferencias en la media de notas se hizo un análisis ANOVA para muestras pareadas y luego los correspondientes tests de T para muestras pareadas. Resultados: enrolamos inicialmente a 36 estudiantes; 7 fueron excluidos (4 por ausencia y 3 por abandono), y se obtuvieron 29 participantes. La media de notas del examen oral y la de preguntas de opción múltiple fueron ambas significativamente superiores a la del examen escrito para desarrollar (oral vs. escrito: diferencia 1,8 puntos; IC 95% 0,8 a 2,7; p < 0,01; opción múltiple vs. escrito: diferencia 2,1 puntos; IC 95% 1,4 a 2,9; p < 0,01). No hubo diferencias estadísticamente significativas entre las notas medias del examen oral y del examen de preguntas de opción múltiple (p = 0,37). Conclusión: los estudiantes de Medicina obtienen peores notas en el examen escrito para desarrollar en Farmacología, en relación con los exámenes oral y de preguntas de opción múltiple. Esto posiblemente se asocie al hecho de que aquella modalidad es menos frecuentemente empleada en la carrera de Medicina. (AU)

Introduction: in the teaching-learning process, there are many problems in the selection of the most suitable type of exam for evaluating medical students. Our target was to compare differences in the average grade of medical students upon taking three different types of exam (oral, written, and multiple-choice questions) to determine how these different types of exam may affect the performance of medical students in the area of Pharmacology. Material and methods: we conducted a quasi experimental study by applying a non-randomized intervention to a convenience sample of medical students. To evaluate differences in the average grades among three groups, an ANOVA analysis was applied followed by paired T-tests. Results: we initially enrolled 36 students; 7 were excluded (4 were absent and 3 abandoned the intervention), arriving at a total sum of 29 participants. The average grades of the oral exam and multiple-choice questions were both significantly higher than the written exam (oral vs. written: difference 1.8 points; 95%CI 0.8 to 2.7, p < 0.01; multiple-choice vs. written: difference 2.1 points, 95%CI 1.4 to 2.9, p < 0.01). There were no significant differences between the average grades on the oral exam and the multiple-choice exam (p = 0.37). Conclusion: medical students have worse grades on written exams in Pharmacology, as compared to oral and multiple-choice exams. This could possibly be associated with the fact that this type of exam is less frequently applied in Medical School. (AU)

Effects of targeted remediation in anatomy for first year medical students.

The aim of this study was to assess the effectiveness of a questionnaire to guide targeted remediation among undergraduate medical students in anatomy. Seventy-five students from a medical college in South India who failed in the first internal theory examination were administered a validated 35-item questionnaire. The total and domain specific questionnaire scores were calculated. Specific weekly interventions for each student based on the questionnaire scores were conducted by appointed academic mentors for three months prior to the second internal examination. The dependent variable was performance in the second internal examination. The students were re-administered the questionnaire after the second internal examination. The independent variables were the marks obtained in the first internal examination, domain specific and total questionnaire scores, sex, and regularity of the student in attending the remedial sessions. Inferential statistical tests used were the chi-square test, independent sample t test, paired t test, multiple regression and binomial logistic regression. Of the 75 students who underwent remediation, 54 (72%) passed in the second internal examination. The scores in the second internal examination among these students was found to be significantly higher as compared to the first internal examination. The total, subject related and study skills questionnaire score were significantly lower after remediation. Students who were irregular had a significantly lower pass rate. The multivariate analysis showed that only the first internal marks added significantly to the prediction about second internal performance. This study provides evidence to show that struggling students perceive a benefit from targeted remediation.

Components of the item selection algorithm in computerized adaptive testing.

Computerized adaptive testing (CAT) greatly improves measurement efficiency in high-stakes testing operations through the selection and administration of test items with the difficulty level that is most relevant to each individual test taker. This paper explains the 3 components of a conventional CAT item selection algorithm: test content balancing, the item selection criterion, and item exposure control. Several noteworthy methodologies underlie each component. The test script method and constrained CAT method are used for test content balancing. Item selection criteria include the maximized Fisher information criterion, the b-matching method, the a-stratification method, the weighted likelihood information criterion, the efficiency balanced information criterion, and the Kullback-Leibler information criterion. The randomesque method, the Sympson-Hetter method, the unconditional and conditional multinomial methods, and the fade-away method are used for item exposure control. Several holistic approaches to CAT use automated test assembly methods, such as the shadow test approach and the weighted deviation model. Item usage and exposure count vary depending on the item selection criterion and exposure control method. Finally, other important factors to consider when determining an appropriate CAT design are the computer resources requirement, the size of item pools, and the test length. The logic of CAT is now being adopted in the field of adaptive learning, which integrates the learning aspect and the (formative) assessment aspect of education into a continuous, individualized learning experience. Therefore, the algorithms and technologies described in this review may be able to help medical health educators and high-stakes test developers to adopt CAT more actively and efficiently.

Components of the item selection algorithm in computerized adaptive testing / 보건의료교육평가

Computerized adaptive testing (CAT) greatly improves measurement efficiency in high-stakes testing operations through the selection and administration of test items with the difficulty level that is most relevant to each individual test taker. This paper explains the 3 components of a conventional CAT item selection algorithm: test content balancing, the item selection criterion, and item exposure control. Several noteworthy methodologies underlie each component. The test script method and constrained CAT method are used for test content balancing. Item selection criteria include the maximized Fisher information criterion, the b-matching method, the a-stratification method, the weighted likelihood information criterion, the efficiency balanced information criterion, and the Kullback-Leibler information criterion. The randomesque method, the Sympson-Hetter method, the unconditional and conditional multinomial methods, and the fade-away method are used for item exposure control. Several holistic approaches to CAT use automated test assembly methods, such as the shadow test approach and the weighted deviation model. Item usage and exposure count vary depending on the item selection criterion and exposure control method. Finally, other important factors to consider when determining an appropriate CAT design are the computer resources requirement, the size of item pools, and the test length. The logic of CAT is now being adopted in the field of adaptive learning, which integrates the learning aspect and the (formative) assessment aspect of education into a continuous, individualized learning experience. Therefore, the algorithms and technologies described in this review may be able to help medical health educators and high-stakes test developers to adopt CAT more actively and efficiently.

Study Skills and Test Taking Strategies for Coaching Medical Learners Based on Identified Areas of Struggle.

INTRODUCTION: Learners in high-performing contexts such as medical school and residency are presumed to have appropriate study skills to be successful. However, for those learners in academic difficulty who are identified as having weak study skills and poor test taking skills, faculty need tools to use to lead these struggling learners to academic success. In coaching learners on study skills, we frequently found that the study skills that helped them get into medical school or residency were no longer sufficient to make them successful in their new program. Given that there are multiple study strategies available, faculty coaches need mechanisms to first tease out which skills are the issue and then provide targeted strategies specific to each learner. METHODS: In meeting with a faculty coach, learners are briefly interviewed, complete a self-assessment to explore all possible root weaknesses in their study skills, and then read strategic solutions and review with faculty how they may be implemented. This tool has been offered to 52 students, 76 residents, and 20 fellows and faculty between 2010 and 2015. RESULTS: One hundred forty-eight individuals participated in this innovation, with more than 91% of all individuals going on to pass the exam that they had either failed or, in the case of the in-training exam, scored below the 30th percentile on. CONCLUSION: A self-assessment tool is key to individualized insight and action plans for improving study skills. Implementation must be supported with concurrent in-person coaching.

Association Between Dental Student-Developed Exam Questions and Learning at Higher Cognitive Levels.

New dental accreditation standards emphasize that graduates must be competent in the use of critical thinking (a high cognitive-level skill). Despite this new standard, most written assessments in dental school courses are still based on low cognitive-level questions. The aim of this study was to determine if an exercise that allows students to collaboratively write exam questions would help cultivate higher cognitive levels of learning. To evaluate this exercise at one U.S. dental school, the cognitive level (according to Bloom's taxonomy) of multiple-choice exam questions and students' scores across two cohorts in a cariology course were compared. This evaluation took place using a control group in which questions were instructor-generated and an intervention group in which students worked in groups to develop questions. All students in one first-year class participated in the intervention group (n=104); all students in the first-year class two years earlier served as the control group (n=106). Among students in the intervention group, the response rate to a post-intervention survey measuring students' attitudes about the experience was 70% (N=73). The results showed that the students generating their own assessments developed higher cognitive-level exam questions than the instructor-generated assessments. The intervention group (with student-generated assessments) also performed as well or better on tests compared to the control group (with instructor-generated assessments). In the intervention group survey, the vast majority of students agreed that the exercise was helpful for their overall learning experience, but working in teams was said to be the least valuable component of the activity for their learning. This study suggests that student-driven, collaborative assessments can be an important tool for building critical thinking skills in dental classrooms and that it may be worthwhile to expand this type of exercise into other courses.

CEACLIN, un instrumento en español para identificar estrategias para el aprendizaje de la clínica de estudiantes de medicina: Desarrollo y validación / CEACLIN, an instrument suited to identify medical students´ strategies to learn in pre-clerkship years

Background: Upon the beginning of pre-clerkship years, medical students must develop strategies to learn from experience and to improve their relational skills to communicate with patients. Aim: To develop an instrument to identify the strategies used by medical students to learn in clinical contexts. Material and Methods: Using a Delfi technique to reach consensus, a national panel of students and clinical teachers from 15 Chilean medical schools analyzed an 80-item questionnaire built from perceptions of Chilean students and teachers from one medical school. After two Delfi rounds and a pilot application, a 48-item questionnaire was obtained. Its reliability and construct validity were assessed by Cronbach alpha coefficient and factor analysis, respectively, on the base of an application to 336 medical students. Results: The questionnaire developed, named CEACLIN, is highly reliable (α= 0.84). Its inner structure is made of eleven factors: Autonomy, Solving doubts and problems, Searching and organizing information, Proactivity, Reaching to others, Paying attention and emotions, Searching for trust, Evading burden, Coping with burden, Motivation and Postponing the personal life. All together, these factors account for 47.4 % of the variance. Conclusions: CEACLIN is a valid, reliable and easy to use instrument suited to identify students´ strategies to learn in pre-clerkship years. Many of its items allude to concepts of theories of experiential learning and motivation. We hope that CEACLIN will be of value to medical students and clinical teachers to improve the learning and teaching of clinical reasoning and communication skills.

[Two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education].

PURPOSE: We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education. METHODS: Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later. RESULTS: The core words were "planning and execution," "daily reviews" in the study schedule category; "focusing in class" and "taking notes" among class-related category; and "lecture notes," "previous exams or papers," and "textbooks" in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores. CONCLUSION: In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.

Effects of technical training in functional asymmetry of lower limbs in young soccer players / Efeitos do treino técnico na assimetria funcional dos membros inferiores de jovens futebolistas

Abstract The functional asymmetry of the lower limbs has been considered an important factor in the performance of soccer players. In this sense, the purpose of this study was to examine the effects of specific technical training for non-preferred foot on its utilization rate during the game; and to investigate if interruption of a technical training programme for the non-preferred foot influences its utilization rate during the game. Fifty young soccer players were randomly divided into two groups: G1 (n=26, 9.50±1.04 years) and G2 (n=24, 9.58±1.02 years). At the beginning of the first 4 months, each player's use of both feet during the game was assessed. The study lasted eight months divided into two periods of four months. In the first training period G1 was subjected to a technical training programme directed to the non-preferred foot, while G2 had no constraints on the use of both feet. At the end of the 4th month the two groups were newly assessed. During the second training period G1 and G2 reversed the training programmes. After the 8 months of training the evaluation of the utilization rate of both feet during small-side games was again performed. The main conclusions of the study were: (i) the technical training of the non-preferred foot allowed significant increases in its utilization rate during small-sided games; (ii) the interruption of such training partially reversed this effect. Thus, technical training for the non-preferred foot should be systematically performed in order to maintain the positive effects induced over functional asymmetry.

Resumo A assimetria funcional dos membros inferiores é considerada um fator relevante para o desempenho dos futebolistas. O presente estudo teve como propósitos: verificar se um programa de treinamento técnico para o pé não-preferido promovia o aumento do seu índice de utilização durante o jogo; e indagar se a interrupção do programa de treinamento técnico seria acompanhada pela inversão desse efeito. Cinquenta jovens futebolistas foram divididos aleatoriamente em dois grupos: G1 (n=26; 9,50±1,04 anos) e G2 (n=24; 9,58±1,02 anos). Antes do início do programa de treinamento avaliou-se em jogos reduzidos o índice de utilização de ambos os pés de cada jogador. O programa de treinamento teve a duração de 8 meses, divididos em dois períodos de 4 meses. Durante o primeiro período submeteu-se o G1 a um protocolo de treinamento do pé não preferido, enquanto que o G2 serviu de grupo controlo. Durante o segundo período de 4 meses o G1 interrompeu o treinamento técnico enquanto o G2 passou a realizar treinamento técnico. Terminados os 8 meses do programa de treinamento os dois grupos foram sujeitos a nova avaliação do índice de utilização dos membros inferiores. Concluiu-se que (i) o treinamento técnico direcionado para o pé não preferido permitiu aumentar significativamente o respetivo índice de utilização durante jogos reduzidos e que (ii) a interrupção do treinamento revertia de forma parcial este efeito. Deste modo, o treinamento técnico do pé não preferido de jovens futebolistas deverá ser sistemático de forma a que os efeitos positivos sobre a assimetria funcional possam ser mantidos.

Exploration of examinees' traits that affect the score of Korean Medical Licensing Examination.

PURPOSE: It aims to identify the effect of five variables to score of the Korean Medical Licensing Examinations (KMLE) for three consecutive years from 2011 to 2013. METHODS: The number of examinees for each examination was 3,364 in 2011 3,177 in 2012, and 3,287 in 2013. Five characteristics of examinees were set as variables: gender, age, graduation status, written test result (pass or fail), and city of medical school. A regression model was established, with the score of a written test as a dependent variable and with examinees' traits as variables. RESULTS: The regression coefficients in all variables, except the city of medical school, were statistically significant. The variable's effect in three examinations appeared in the following order: result of written test, graduation status, age, gender, and city of medical school. CONCLUSION: written test scores of the KMLE revealed that female students, younger examinees, and first-time examinees had higher performances.

Test-taking performance of high school students with ADHD.

OBJECTIVE: The authors examined the test-taking performance of high school students with (n = 38) and without (n = 746) ADHD. METHOD: Students were assessed via an online battery of tests (TestTracker) including reading speed, decoding, vocabulary, comprehension, effort, test anxiety, and time and strategy usage. RESULTS: Students with ADHD had poorer decoding scores, and lower comprehension and vocabulary accuracy. Groups performed similarly on reading speed, number of items attempted, perceived test anxiety, self-perception of testing skills, and strategy use. CONCLUSION: Students with ADHD (all of whom were receiving test accommodations in school) made more errors on some reading tasks, yet performed similarly to typical students on indices of speed and amount of test items accessed. The finding of more errors but no time differences might argue for a different intervention beside extended time, unless the extra time is used to review and correct work.

Two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education / 한국의학교육

PURPOSE: We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education. METHODS: Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later. RESULTS: The core words were "planning and execution," "daily reviews" in the study schedule category; "focusing in class" and "taking notes" among class-related category; and "lecture notes," "previous exams or papers," and "textbooks" in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores. CONCLUSION: In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.

Exploration of examinees' traits that affect the score of Korean Medical Licensing Examination / 보건의료교육평가

PURPOSE: It aims to identify the effect of five variables to score of the Korean Medical Licensing Examinations (KMLE) for three consecutive years from 2011 to 2013. METHODS: The number of examinees for each examination was 3,364 in 2011 3,177 in 2012, and 3,287 in 2013. Five characteristics of examinees were set as variables: gender, age, graduation status, written test result (pass or fail), and city of medical school. A regression model was established, with the score of a written test as a dependent variable and with examinees' traits as variables. RESULTS: The regression coefficients in all variables, except the city of medical school, were statistically significant. The variable's effect in three examinations appeared in the following order: result of written test, graduation status, age, gender, and city of medical school. CONCLUSION: Written test scores of the KMLE revealed that female students, younger examinees, and first-time examinees had higher performances.

Confiabilidade de um teste funcional de desempenho do membro superior: Teste Elui / Reliability of the ELUI Upper Extremity Functionality Test

A destreza manual é uma habilidade fundamental para o desempenho das atividades cotidianas. Medidas da força muscular, amplitude de movimento e sensibilidade isoladamente podem não refletir o status funcional na avaliação físico-funcional. É importante também o uso de questionários autoaplicáveis e testes funcionais específicos que avaliem o desempenho levando em consideração o membro superior e que possam testar aspectos como a destreza, coordenação e qualidade da preensão, podendo variar em termos de padronização e propriedades psicométricas. A partir desta necessidade foi desenvolvido o Teste Funcional de Membro Superior Elui que visou oferecer um instrumento nacional de mensuração e de referência a ser utilizado na prática clínica, porém suas propriedades psicométricas ainda não são definidas. Objetivo: Analisar a confiabilidade interexaminador e teste re-teste do Teste Funcional de Membro Superior Elui. Método: 50 voluntários saudáveis, de ambos os sexos, com idade média de 32,62 anos que não apresentassem disfunção ou sintomatologia nos membros superiores foram submetidos ao teste por dois examinadores e após 30 dias por um examinador. A aplicação deste teste requer materiais simples presentes no cotidiano, divididos em 10 subitens: Simular Escrita, Virar Chave, Pegar pequenos objetos, Simular alimentação, Despejar água, Abrir Potes, Cortar com a Faca, Simular Vestuário, Pegar objetos Grandes e leves e Pegar objetos grandes e pesados. Cada voluntário avaliado deveria realizar cada item do teste com ambas as mãos ou com a mão dominante, dependendo do subitem analisado, sendo adaptada a lateralidade quando necessário. Resultados: A análise estatística foi realizada visando comparar as diferenças das medidas de cada sub-item do teste em segundos e a análise da confiabilidade interexaminadores e teste reteste pelo Coeficiente de Correlação Intraclasse (ICC) com intervalo de confiança de 95% e p < 0,05. Este estudo foi aprovado pelo Comitê de Ética em Pesquisa local e todos os voluntários assinaram o termo de consentimento livre e esclarecido. Os resultados mostraram que com exceção da tarefa pegar pequenos objetos que teve ICC considerado não aceitável (0,65), todos os outros 9 itens apresentaram excelente confiabilidade interexaminadores entre 0,95-0,99 e Alpha de Cronbach entre 0,97-0,99. Para o teste reteste as tarefas com excelente confiabilidade foram despejar água ICC 0,98 e simular escrita ICC 0,91, boa confiabilidade para as tarefas pegar objetos grandes e pesados ICC 0,85, cortar com faca ICC 0,85 e simular alimentação ICC 0,80; confiabilidade aceitável dos itens virar chave ICC 0,74 e simular vestuário ICC 0,76; com Alpha de Cronbach de todas as tarefas entre 0,79 e 0,99. Conclusão: O Teste Elui apresentou excelente repetitividade tanto entre examinadores como em medidas repetidas ao longo do tempo pelo mesmo examinador na maioria dos subitens, sendo considerado confiável para a amostra estudada, sendo utilizada a terceira medida.

Manual dexterity is a key skill for the performance of everyday activities. Measurements of muscle strength, range of motion, and sensitivity alone may not reflect the functional status in assessing physical and functional conditions. It is also important to use self-applied assessments and specific functional tests to assess overall performance and test aspects such as dexterity, coordination and grasp quality, but these may differ in terms of standardization and psychometric properties. From this need we have developed the Elui Upper Extremity Functionality Test, with the intent to provide a national measuring instrument of the upper extremity and reference to be used in clinical practice, but its psychometric properties have not been yet defined. Objective: The aim of this study was to assess the inter-examiner reliability and test retest of the Elui Upper Extremity Functionality Test. Methods: Healthy volunteers (50) of both genders, with an average age of 32.62 years and no impairment or symptoms in the upper limbs were submitted to the test by two examiners and after 30 days by one examiner. The application of this test requires simple materials present in our everyday life, divided into 10 sub-items: Simulated writing, Turning a Key, Grasping small objects, Simulated feeding, Pouring water, Opening containers, Cutting with a knife, Simulated dressing, Grasping large and light objects, and Grasping large and heavy objects. Each volunteer evaluated should perform each item test with both hands or with the dominant hand, depending on the sub-item analyzed, and if needed, they adapted the laterality. Results: A statistical analysis was carried out to compare the differences in time measurements of each sub-item of the test in seconds. The analysis of the inter-examiner reliability and test-retest used the Interclass Correlation Coefficient (ICC) with a confidence interval of 95% and p < 0.05. The local Research Ethics Committee approved this study and all volunteers signed an informed consent form. With the exception of the Grasping small objects task, which had an unacceptable ICC (0.65), the results showed that all the other nine items had excellent inter-examiner reliability: between 0.95 and 0.99 and Cronbach's alpha between 0.97 and 0.99. For the test-retest, the tasks with excellent reliability were Pouring water ICC 0.98 and simulated writing with ICC 0.91, good reliability for the tasks Grasping large and heavy objects ICC 0.85, Cutting with a knife ICC 0.85 and Simulated feeding ICC 0.80; acceptable reliability for the items Turning a key ICC 0.74 and Simulated dressing ICC 0.76; with Cronbach's alpha of all tasks between 0.79 and 0.99. Conclusion: The Elui test showed excellent repeatability between examiners as well as with repeated measurements over time by the same examiner in most sub-items, being considered reliable for the studied sample using the third measurement.

Learning and Study Strategies Inventory subtests and factors as predictors of National Board of Chiropractic Examiners Part 1 examination performance.

OBJECTIVE: This study was designed to extend research on the relationship between chiropractic students' learning and study strategies and national board examination performance. METHODS: Sixty-nine first trimester chiropractic students self-administered the Learning and Study Strategies Inventory (LASSI). Linear trends tests (for continuous variables) and Mantel-Haenszel trend tests (for categorical variables) were utilized to determine if the 10 LASSI subtests and 3 factors predicted low, medium and high levels of National Board of Chiropractic Examiners (NBCE) Part 1 scores. Multiple regression was performed to predict overall mean NBCE examination scores using the 3 LASSI factors as predictor variables. RESULTS: Four LASSI subtests (Anxiety, Concentration, Selecting Main Ideas, Test Strategies) and one factor (Goal Orientation) were significantly associated with NBCE examination levels. One factor (Goal Orientation) was a significant predictor of overall mean NBCE examination performance. CONCLUSIONS: Learning and study strategies are predictive of NBCE Part 1 examination performance in chiropractic students. The current study found LASSI subtests Anxiety, Concentration, Selecting Main Ideas, and Test Strategies, and the Goal-Orientation factor to be significant predictors of NBCE scores. The LASSI may be useful to educators in preparing students for academic success. Further research is warranted to explore the effects of learning and study strategies training on GPA and NBCE performance.