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      Pruebas de acceso a la formación sanitaria especializada para médicos y otros profesionales sanitarios en España: examinando el examen y los examinados Translated title: Access tests to specialized health training for doctors and other healthcare professionals in Spain: examining the exam and the examined candidates

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          Abstract

          Objetivos: Estudiar las pruebas de acceso a la Formación Sanitaria Especializada de las convocatorias 2005 y 2006. Se pretende evaluar la calidad de los exámenes y explorar las variables de los aspirantes que permiten predecir la puntuación final. Métodos: El Ministerio de Sanidad y Consumo proporcionó las respuestas de los 23.136 aspirantes de ambas convocatorias, así como variables demográficas y el valor baremado de su expediente académico. Resultados: Se realiza un análisis de ítems a partir de las respuestas de los aspirantes para así evaluar la fiabilidad de las pruebas. Además, se calculan modelos de regresión lineal para estudiar qué variables permiten predecir la puntuación final de un aspirante. Conclusiones: Las pruebas de acceso a la Formación Sanitaria Especializada tienen una excelente calidad psicométrica. Serían optimizables reduciendo el número de alternativas y eliminando algunos ítems más a posteriori. Por último, los alumnos españoles son los que mejor nota media ajustada logran.

          Translated abstract

          Objectives: This study examines the accessing tests to Specialised Health Training for 2005 and 2006 calls. It aims to assess the quality of exams and explore candidates' variables that allow predicting the final score. Methods: The Ministry of Health provided the 23,136 candidates' answer from both calls, plus demographic variables and the normalised value of their student record. Results: Item's analysis is made from candidates' answers for evaluating the test reliability. In addition, it's been calculated linear regression models for studying which variables allow predicting a candidate's final score. Conclusions: the accessing tests to Specialised Health Training have excellent psychometric quality. It would be improved by reducing the number of choices and eliminating some items more afterwards. Finally, Spanish students are the ones who achieved best adjusted mean score.

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          Most cited references20

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          A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment

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            Three Options Are Optimal for Multiple-Choice Items: A Meta-Analysis of 80 Years of Research

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              The effects of violating standard item writing principles on tests and students: the consequences of using flawed test items on achievement examinations in medical education.

              The purpose of this research was to study the effects of violations of standard multiple-choice item writing principles on test characteristics, student scores, and pass-fail outcomes. Four basic science examinations, administered to year-one and year-two medical students, were randomly selected for study. Test items were classified as either standard or flawed by three independent raters, blinded to all item performance data. Flawed test questions violated one or more standard principles of effective item writing. Thirty-six to sixty-five percent of the items on the four tests were flawed. Flawed items were 0-15 percentage points more difficult than standard items measuring the same construct. Over all four examinations, 646 (53%) students passed the standard items while 575 (47%) passed the flawed items. The median passing rate difference between flawed and standard items was 3.5 percentage points, but ranged from -1 to 35 percentage points. Item flaws had little effect on test score reliability or other psychometric quality indices. Results showed that flawed multiple-choice test items, which violate well established and evidence-based principles of effective item writing, disadvantage some medical students. Item flaws introduce the systematic error of construct-irrelevant variance to assessments, thereby reducing the validity evidence for examinations and penalizing some examinees.
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                Author and article information

                Journal
                gs
                Gaceta Sanitaria
                Gac Sanit
                Ediciones Doyma, S.L. (Barcelona, Barcelona, Spain )
                0213-9111
                June 2012
                : 26
                : 3
                : 231-235
                Affiliations
                [01] Bellaterra orgnameUniversitat Autònoma de Barcelona orgdiv1Departamento de Psicobiología y Metodología de Ciencias de la Salud España
                Article
                S0213-91112012000300008 S0213-9111(12)02600300008
                10.1016/j.gaceta.2011.09.020
                077e0447-dc61-4cbd-8ed8-8186326c9426

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 14 September 2011
                : 21 June 2011
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 19, Pages: 5
                Product

                SciELO Public Health

                Categories
                Originales

                Psicometría,Internado y residencia,Criterios de admisión escolar,Médicos hospitalarios,Internship and residency,School admission criteria,Hospitalists,Psychometrics

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