Home About us Contact
|
Home About us Contact | ||
|
|
||
Test Questions (test + question)
Selected AbstractsResponse rate and nonresponse bias in a questionnaire survey of dentistsCOMMUNITY DENTISTRY AND ORAL EPIDEMIOLOGY, Issue 1 2005Peter Parashos Abstract , Objectives:, (a) To report on response rate and nonresponse bias of a questionnaire survey of dentists. (b) To make recommendations for future questionnaire survey research in dentistry. Methods:, A questionnaire was mailed to a stratified systematic sample of 908 Australian dentists. The strategy included three mailings, a final telephonic contact, university stationery, paid reply envelopes and personalized correspondence. Nonresponse bias was assessed by comparing responses to a simple ,yes/no' question from each contact (late responders), and by comparing demographic information (nonresponders). Results:, The response rate achieved was 87% and there was no evidence of nonresponse bias based on practice location or year of graduation. The cumulative proportions of ,yes/no' responses essentially remained constant after each contact, but significantly more late responders answered in the negative to the test question than did early responders. The telephonic contact aided in the identification of nonparticipants and ineligible units. Conclusions:, The current survey indicates that differences in data between early and nonresponders can occur despite there being no demographic differences. Therefore, assessment of nonresponse bias based on demographic data alone would seem to be insufficient. Questionnaire survey research must first be based on sound sampling techniques, and then on achieving as high a response rate as possible using the many incentives available. [source] Manipulating Processing Difficulty of Reading Comprehension Questions: The Feasibility of Verbal Item GenerationJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 4 2005Joanna S. Gorin Based on a previously validated cognitive processing model of reading comprehension, this study experimentally examines potential generative components of text-based multiple-choice reading comprehension test questions. Previous research (Embretson & Wetzel, 1987; Gorin & Embretson, 2005; Sheehan & Ginther, 2001) shows text encoding and decision processes account for significant proportions of variance in item difficulties. In the current study, Linear Logistic Latent Trait Model (LLTM; Fischer, 1973) parameter estimates of experimentally manipulated items are examined to further verify the impact of encoding and decision processes on item difficulty. Results show that manipulation of some passage features, such as increased use of negative wording, significantly increases item difficulty in some cases, whereas others, such as altering the order of information presentation in a passage, did not significantly affect item difficulty, but did affect reaction time. These results suggest that reliable changes in difficulty and response time through algorithmic manipulation of certain task features is feasible. However, non-significant results for several manipulations highlight potential challenges to item generation in establishing direct links between theoretically relevant item features and individual item processing. Further examination of these relationships will be informative to item writers as well as test developers interested in the feasibility of item generation as an assessment tool. [source] Item response theory: applications of modern test theory in medical educationMEDICAL EDUCATION, Issue 8 2003Steven M Downing Context Item response theory (IRT) measurement models are discussed in the context of their potential usefulness in various medical education settings such as assessment of achievement and evaluation of clinical performance. Purpose The purpose of this article is to compare and contrast IRT measurement with the more familiar classical measurement theory (CMT) and to explore the benefits of IRT applications in typical medical education settings. Summary CMT, the more common measurement model used in medical education, is straightforward and intuitive. Its limitation is that it is sample-dependent, in that all statistics are confounded with the particular sample of examinees who completed the assessment. Examinee scores from IRT are independent of the particular sample of test questions or assessment stimuli. Also, item characteristics, such as item difficulty, are independent of the particular sample of examinees. The IRT characteristic of invariance permits easy equating of examination scores, which places scores on a constant measurement scale and permits the legitimate comparison of student ability change over time. Three common IRT models and their statistical assumptions are discussed. IRT applications in computer-adaptive testing and as a method useful for adjusting rater error in clinical performance assessments are overviewed. Conclusions IRT measurement is a powerful tool used to solve a major problem of CMT, that is, the confounding of examinee ability with item characteristics. IRT measurement addresses important issues in medical education, such as eliminating rater error from performance assessments. [source] Geriatric Emergency Medicine with Integrated Simulation CurriculumACADEMIC EMERGENCY MEDICINE, Issue 2009Chris Doty Our initiative is a replicable model curriculum that teaches emergency geriatric care principles utilizing didactics and immersive simulation. Simulated scenarios encompass principles specific to geriatric care. Major curricular principles include: 1) respect for patients' autonomy, 2) accommodating patients' physical and cognitive limitations, 3) appropriate resource utilization, and 4) accurate symptom recognition and clinical decision-making. These four basic principles are incorporated throughout the curriculum and specifically during three simulated scenarios: 1) a patient with respiratory distress in the setting of end-stage cancer and end-of-life teaches topics pertaining to living wills, health care proxies and DNR orders; 2) a fallen patient requiring a trauma evaluation and safe discharge teaches resource utilization, complex evaluation of home environment, social support principles, access to medical care concepts, and utilization of institutional social services; 3) a patient with altered mental status caused by polypharmacy and sepsis teaches geriatric diagnostic and intervention challenges. Faculty teach specific clinical tactics such as minimizing distractions, frequent reorientation, minimal use of urinary catheters and "tethering" devices, prompt triage and medical screening exams, and coordinating disposition with family, nursing, and clerical staff. The curriculum also includes large classroom didactics incorporating active learning via live streamed simulation into the resident conference room. We developed an internet-based tool to manage the curriculum and track resident participation. The tool stores and sends educational handouts via email and displays digital media (e.g., radiographs, EKGs) on screen during lectures and simulation sessions. Learning objectives are measured and reinforced with pre- and post-curriculum test questions. [source] | ||||||||||