Measurement ; Filipinos

Medical specialty systems were launched in 1951 by the National Medical Services Law. The following year, the specialty certifying examination had implemented in the form of portfolio evaluation. A paper-and-pencil type examination was implemented in 1960, and the 55th examination was carried out in January 2012. Currently, 26 specialties are represented, and the overall pass rate is over 90%. The examination consists of a step 1 paper-and-pencil test and step 2 skills test. In the step 1 test, the test items are multiple choice questions and short answer questions. Clinical performance examination is partially applied to the step 2 test. To cope with changes in the social situation and the growth of medical services, developmental changes are needed in the specialty certifying examinations. Performance assessment is an alternative worth considering. CPX should be a major part of the skill test. A computer-based test should be introduced as soon as possible, and it could eventually be developed into an adaptive test.
Educational Measurement ; Jurisprudence ; Phosphatidylethanolamines

PURPOSE: This study examined the use of the Tucker linear equating method in producing an individual student's score in 3 groups with bridging stations over 3 consecutive days of the clinical performance examination (CPX) and compared the differences in scoring patterns by bridging number. METHODS: Data were drawn from 88 examinees from 3 different CPX groups-DAY1, DAY2, and DAY3-each of which comprised of 6 stations. Each group had 3 common stations, and each group had 2 or 3 stations that differed from other groups. DAY1 and DAY3 were equated to DAY2. Equated mean scores and standard deviations were compared with the originals. DAY1 and DAY3 were equated again, and the differences in scores (equated score-raw score) were compared between the 3 sets of equated scores. RESULTS: By equating to DAY2, DAY1 decreased in mean score from 58.188 to 56.549 and in standard deviation from 4.991 to 5.046, and DAY3 fell in mean score from 58.351 to 58.057 and in standard deviation from 5.546 to 5.856, which demonstrates that the scores of examinees in DAY1 and DAY2 were accentuated after use of the equation. The patterns in score differences between the equated sets to DAY1, DAY2, and DAY3 yielded information on the soundness of the equating results from individual and overall comparisons. CONCLUSION: To generate equated scores between 3 groups on 3 consecutive days of the CPX, we applied the Tucker linear equating method. We also present a method of equating reciprocal days to the anchoring day as much as bridging stations.
Clinical Competence ; Educational Measurement

PURPOSE: Teaching evaluation tools can be used to provide feedback to medical educators and help them improve their teaching skills. The purpose of this study was to develop a clinical teaching evaluation tool and test its efficacy. METHODS: The draft tool was developed based on clinical education literature and was modified by the stakeholder groups. To examine the quality of the instrument, content and construct validity, as well as reliability and fitness were analyzed. Content validity was tested by the stakeholder groups using a survey, and construct validity was verified by confirmatory factor analysis using LISREL 8.8. Internal consistency of items was assessed thorough Cronbach alpha estimation. Rasch analysis using Winstep 3.65 was performed to estimate the fitness of the tool. RESULTS: The resulting tool consisted of 4 large categories, 25 small categories, and 43 items. According to the test results, the average importance of all 43 items was 4.03 (3.63 to 4.29). Cronbach alpha was 0.9689, and the correlation coefficients between the items were high. With regard to construct validity, 10 items needed minor modifications in the category setting. As the infit (0.76 to 1.23) and outfit (0.75 to 1.40) indices show, 42 items were fit to the item response theory. CONCLUSION: The clinical teaching evaluation tool that has been developed in this study is valid and reliable and fits the item response theory. It can be used as an evaluation method in a variety of clinical teaching settings.
Educational Measurement ; Program Evaluation

Iron measurement ; Milk

Measurement ; Filipinos ; Infant, Newborn

No abstract available.
Fetus* ; Nuchal Translucency Measurement* ; Pregnancy*

The author investigated pain experiences of 90 cancer patients and adequacy of pain treatment they have received during their stay at a large medical center in T city between October 1994 and August 1995. Pain was assessed by the Shortened BPQ and results are summarized as follows: As for ratings of "worst pain" during the 24 hour period, 70% of the patients reported they had "severe" pain. As for ratings on "pain now" 43% of the cancer patients reported "moderate to severe" pain. Over 46% of the patients reported a pain relief score of 0(not at all) or 1(somewhat) even after receiving pain medication. Adequacy of analgesic treatment was evaluated by comparing the patient's reported level of pain and the analgesic use, namely, the pain management index(PMI). The PMI indicated that 58% of the patients were undertreated for the pain control. In review of nurse's notes, systematic pain assessment was scarcely recorded, although pain documentation appeared in 70% of the notes; and the contents were mostly simple description. In conclusion, the results of patient's pain ratings, the PMI and poor pain documentation in the nurse's notes implied poor pain assessment and management.
Humans ; Pain Management* ; Pain Measurement

Background: Speech sound disorders (SSD) refer to difficulties in perceiving, mentally representing, and/or articulating speech sounds. In 2018, the Tagalog Sentence Repetition Test (SRT) was developed due to the lack of a commercially available local assessment tool for children with suspected SSDs. The SRT had not been validated or piloted yet. Objectives: This study aimed to determine the SRT’s content validity (comprehensiveness, relevance, comprehensibility), ability to successfully elicit the target sounds, and logistical feasibility and flaws. Methodology: All procedures were conducted online. Three linguists evaluated the comprehensiveness of the sounds covered, while 31 Manila Tagalog-speaking children (7 to 21 years old) participated in pilot testing. Post-testing, the children answered a questionnaire to evaluate their familiarity with the sentences’ words (relevance) and the comprehensibility of the test instructions. Content validity was assessed by computing the Content Validity Index (CVI). To see how well the test elicits the target sounds, the number of participants who produced each sound were computed. Results: A CVI of 1.0 was obtained for all aspects of content validity. All targets were produced by almost all the participants, except for the final glottal stop (18/31, 58%). The test administration seemed feasible as participants from all age groups successfully executed the task. Conclusion Although the SRT exhibited good content validity, some sentences need to be revised to address sound production issues noted during the pilot. This new version should be re-piloted to 7 to 11-year-olds in-person and via teleconferencing. A manual should also be created to facilitate administration.
Speech Disorders ; Speech Production Measurement

PURPOSE: This study was performed to evaluate the effectiveness of a pain assessment education program developed for nurses. METHODS: Research design of this study was nonequivalent control group quasi-experimental study. Subjects for this study were 56 nurses for control group, and 53 nurses for experimental group. The experimental group participated in pain assessment education program. Data were collected before and 6 months after the program and analyzed using the SPSS 12.0 program. RESULTS: The results of this study were as follows: In pretest, there were no significant differences in general characteristics, knowledge of pain, attitude toward pain and pain assessment behaviors. In post test, the experimental group had significantly higher scores of pain knowledge scores and pain assessment behaviors than control group. However, attitude toward pain remained unchanged. CONCLUSION: According to the results, pain assessment education program was effective in improving pain knowledge and pain assessment behavior.
Education* ; Nursing ; Pain Measurement* ; Research Design