A school-level longitudinal study of clinical performance examination scores.
10.3946/kjme.2015.27.2.107
- Author:
Jang Hee PARK
1
Author Information
1. Department of Medical Education, Yonsei University College of Medicine, Seoul, Korea. janepark2@hanmail.net
- Publication Type:Comparative Study ; Original Article ; Research Support, Non-U.S. Gov't
- Keywords:
Longitudinal studies;
Multilevel analysis;
Clinical performance examination;
School effect;
Quasi-longitudinal data
- MeSH:
*Achievement;
*Clinical Competence;
*Education, Medical;
Humans;
Longitudinal Studies;
Patient Education as Topic;
Physical Examination;
Physician-Patient Relations;
*Schools, Medical;
*Students, Medical
- From:Korean Journal of Medical Education
2015;27(2):107-116
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This school-level longitudinal study examined 7 years of clinical performance data to determine differences (effects) in students and annual changes within a school and between schools; examine how much their predictors (characteristics) influenced the variation in student performance; and calculate estimates of the schools' initial status and growth. METHODS: A school-level longitudinal model was tested: level 1 (between students), level 2 (annual change within a school), and level 3 (between schools). The study sample comprised students who belonged to the CPX Consortium (n=5,283 for 2005~2008 and n=4,337 for 2009~2011). RESULTS: Despite a difference between evaluation domains, the performance outcomes were related to individual large-effect differences and small-effect school-level differences. Physical examination, clinical courtesy, and patient education were strongly influenced by the school effect, whereas patient-physician interaction was not affected much. CONCLUSION: Student scores are influenced by the school effect (differences), and the predictors explain the variation in differences, depending on the evaluation domain.
