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      Estudio psicométrico de la prueba MIR de 2022 Translated title: Psychometric analysis of the 2022 MIR test

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          Abstract

          Introducción. En España, para ejercer como especialista de cualquier especialidad médica es necesario tener la titulación correspondiente. Para poder acceder a la formación como especialista es obligatorio superar la prueba MIR. En este artículo se ha realizado un análisis psicométrico de la prueba MIR de 2022, celebrada en enero de 2023, utilizando tanto la teoría clásica de los test como la teoría de respuesta al ítem. Material y métodos. Se hizo uso de un subconjunto formado por 3.229 médicos que se presentaron a la prueba MIR de 2022 y que introdujeron su plantilla de respuestas en una aplicación informática puesta a su disposición para tal efecto. Los datos se analizaron mediante la teoría clásica de los test y la teoría de la respuesta al ítem. Concretamente, se calcularon el alfa de Cronbach, la fórmula número 21 de Kuder y Richardson, el índice de dificultad, el índice de dificultad con corrección de los efectos del azar, el índice de discriminación, el índice de correlación biserial puntual, así como los índices de dificultad y discriminación según la teoría de respuesta al ítem. Resultados. La prueba MIR de 2022, al igual que las de años anteriores, presenta una alta fiabilidad. Se analizan tanto los resultados globales de la prueba como detallados por asignaturas y bloques de asignaturas. Conclusión. Los resultados obtenidos en el presente estudio permiten afirmar que el examen MIR es un examen objetivo, de dificultad y discriminación adecuadas, así como relativamente estable de una convocatoria a otra.

          Translated abstract

          Introduction. In Spain, to practice as a specialist in any medical specialty, it is necessary to have the corresponding qualification. In order to access training as a specialist, it is mandatory to pass the MIR test. In this article, a psychometric analysis of the 2022 MIR test, held in January 2023, has been carried out using both classical test theory and item response theory. Materials and methods. A subset made up of 3,229 doctors who took the MIR test in 2022 and who entered their response template in a computer application made available for this purpose. Data were analyzed using classical test theory and item response theory. Specifically, Cronbach's alpha, Kuder and Richardson's formula number 21, the difficulty index, the difficulty index corrected for chance effects, the discrimination index, the biserial-point correlation index, as well as the difficulty and discrimination indices according to item response theory were calculated. Results. The 2022 MIR test, like those of previous years, shows high reliability. Both the overall results of the test and those detailed by subjects and subject blocks are analyzed. Conclusion. The results obtained in this study allow us to affirm that the MIR exam is an objective exam, of adequate difficulty and discrimination, as well as relatively stable from one call to another.

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          Most cited references20

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          Applications of Item Response Theory to Practical Testing Problems

          Published in 1980, Applications of Item Response Theory To Practical Testing Problems is a valuable contribution to the field of Education.
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            Ley 44/2003, de 21 de noviembre, de ordenación de las profesiones sanitarias

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              Technical flaws in multiple-choice questions in the access exam to medical specialties (“examen MIR”) in Spain (2009–2013)

              Background The main factor that determines the selection of a medical specialty in Spain after obtaining a medical degree is the MIR (“médico interno residente”, internal medical resident) exam. This exam consists of 235 multiple-choice questions with five options, some of which include images provided in a separate booklet. The aim of this study was to analyze the technical quality of the multiple-choice questions included in the MIR exam over the last five years. Methods All the questions included in the exams from 2009 to 2013 were analyzed. We studied the proportion of questions including clinical vignettes, the number of items related to an image and the presence of technical flaws in the questions. For the analysis of technical flaws, we adapted the National Board of Medical Examiners (NBME) guidelines. We looked for 18 different issues included in the manual, grouped into two categories: issues related to testwiseness and issues related to irrelevant difficulties. Results The final number of questions analyzed was 1,143. The percentage of items based on clinical vignettes increased from 50 % in 2009 to 56-58 % in the following years (2010–2013). The percentage of items based on an image increased progressively from 10 % in 2009 to 15 % in 2012 and 2013. The percentage of items with at least one technical flaw varied between 68 and 72 %. We observed a decrease in the percentage of items with flaws related to testwiseness, from 30 % in 2009 to 20 % in 2012 and 2013. While most of these issues decreased dramatically or even disappeared (such as the imbalance in the correct option numbers), the presence of non-plausible options remained frequent. With regard to technical flaws related to irrelevant difficulties, no improvement was observed; this is especially true with respect to negative stem questions and “hinged” questions. Conclusion The formal quality of the MIR exam items has improved over the last five years with regard to testwiseness. A more detailed revision of the items submitted, checking systematically for the presence of technical flaws, could improve the validity and discriminatory power of the exam, without increasing its difficulty.
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                Author and article information

                Journal
                fem
                FEM: Revista de la Fundación Educación Médica
                FEM (Ed. impresa)
                Fundación Educación Médica y Viguera Editores, S.L. (Barcelona, Barcelona, Spain )
                2014-9832
                2014-9840
                2023
                : 26
                : 5
                : 219-226
                Affiliations
                [5] Avilés orgnameClínica Oftalmológica Villacampa España
                [3] Oviedo orgnameHospital Universitario Central de Asturias orgdiv1Servicio de Oncología Médica España
                [1] Oviedo orgnameCursos Intensivos MIR Asturias España
                [4] Vitoria Madrid orgnameUniversidad Francisco de Vitoria orgdiv1Facultad de Medicina Spain
                [2] Oviedo Asturias orgnameUniversidad de Oviedo orgdiv1Departamento de Matemáticas Spain
                Article
                S2014-98322023000600006 S2014-9832(23)02600500006
                10.33588/fem.2605.1303
                19c6b8de-3791-4363-a38f-54e4a030df9a

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

                History
                : 22 September 2023
                : 21 September 2023
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 20, Pages: 8
                Product

                SciELO Spain

                Categories
                Originales

                Medicina,Psicometría,Mediciones educativas,Estudiantes de medicina,Estadísticas,Statistics,Reproducibility of results,Psychometrics,Medicine,Medical students,Educational measurements,Reproducibilidad de resultados

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