R-Medic. Un programa de análisis estadísticos sencillo e intuitivo / R-Medic. A simple and intuitive statistical analysis software

Se presenta el "soft" estadístico R-Medic, un programa que se utiliza directamente en la web sin necesidad de instalarlo o descargarlo en computadoras o dispositivos móviles. El programa posee cinco prestaciones generales: realiza un control que permite evaluar si las variables de la base de datos están correctamente cargadas, realiza tablas, gráficos, pruebas estadísticas y presenta herramientas didácticas de distribución de variables. Su uso es intuitivo ya que se debe definir si se poseen una o dos variables a estudiar y el "soft" propone los posibles análisis a realizar. Ofrece las pruebas de supuestos y responde con los estadísticos, valor p e interpretaciones de los resultados. (AU)

The statistical software R-Medic is presented, a program that is used directly on the web without the need to install it or download it to computers or mobile devices. The program has five general features: it performs a control that allows to evaluate if the variables of the database are correctly loaded, makes tables, graphs, statistical tests and presents didactic tools for the distribution of variables. Its use is intuitive since it must be defined if one or two variables are to be studied and the software proposes the possible analyzes to be carried out. It offers the assumption tests and responds with the statistics, p-value and interpretations of the results. (AU)

Report of the First Trial of Nationwide Common Achievement Test-Computer-Based Testing in Medicine / 医学教育

The first trial of common achievement test-computer-based testing was held from January through August 2002. The number of examinees was 5, 693, of whom 5, 676 were analyzed. Single-best-answer, five-choice questions were used. The highest score was 92 points, the lowest score was 19 points, and the average score was 55.9±10.2 points (standard deviation). Scores were distributed normally. The test sets did not differ significantly in difficulty, although test-set items differed for each student. The percentage of correct answers, the ∅-coefficient, and the point-biserial correlation coefficient were calculated for each category of the model core curriculum. The percentage of correct answers was highest in category A of the model core curriculum, and percentages of correct answers were similar in categories B, C, D, E, and F. The ∅-coefficient and the correlation coefficient were low in categories A and F and were highest in category C. Although the percentage of correct answers in this trial was lower than expected, many test items had discriminatory power. The Test Items Evaluation Subcommittee is now evaluating test items, determining pool items, and revising new test items for the second trial and expect to compile a useful item bank.