An objective structured biostatistics examination: a pilot study based on computer-assisted evaluation for undergraduates.
- Author:
Abdul Sattar KHAN
1
;
Hamit ACEMOGLU
;
Zekeriya AKTURK
Author Information
1. Family Medicine Department, Ataturk University-Erzurum, Turkey. abdulsattar@atauni.edu.tr
- Publication Type:Brief Communication
- Keywords:
Objective structured biostatistics examination;
Assessment
- MeSH:
Biostatistics;
Cohort Studies;
Curriculum;
Female;
Humans;
Learning;
Male;
Pilot Projects
- From:Journal of Educational Evaluation for Health Professions
2012;9(1):9-
- CountryRepublic of Korea
- Language:English
-
Abstract:
We designed and evaluated an objective structured biostatistics examination (OSBE) on a trial basis to determine whether it was feasible for formative or summative assessment. At Ataturk University, we have a seminar system for curriculum for every cohort of all five years undergraduate education. Each seminar consists of an integrated system for different subjects, every year three to six seminars that meet for six to eight weeks, and at the end of each seminar term we conduct an examination as a formative assessment. In 2010, 201 students took the OSBE, and in 2011, 211 students took the same examination at the end of a seminar that had biostatistics as one module. The examination was conducted in four groups and we examined two groups together. Each group had to complete 5 stations in each row therefore we had two parallel lines with different instructions to be followed, thus we simultaneously examined 10 students in these two parallel lines. The students were invited after the examination to receive feedback from the examiners and provide their reflections. There was a significant (P=0.004) difference between male and female scores in the 2010 students, but no gender difference was found in 2011. The comparison among the parallel lines and among the four groups showed that two groups, A and B, did not show a significant difference (P>0.05) in either class. Nonetheless, among the four groups, there was a significant difference in both 2010 (P=0.001) and 2011 (P=0.001). The inter-rater reliability coefficient was 0.60. Overall, the students were satisfied with the testing method; however, they felt some stress. The overall experience of the OSBE was useful in terms of learning, as well as for assessment.
