New MCAT versus old MCAT: predictive validity.
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Achievement↗
Biomedical subjects
D L Essex
Publications and source records attributed to D L Essex.
Effectiveness of instructional computers in teaching basic medical sciences.
The present study was designed to investigate the effectiveness of computer-based PLATO IV basic medical science lessons. Effectiveness was operationalized in terms of increased performance on basic medical science examinations for those medical students who had used the lessons when compared to those students who had not. Usage of the PLATO lessons was quantified as 'minutes of use' of the relevant lessons. Data were gathered in 1976-77 from first-year medical students at two sites, both under the auspices of one college of medicine. Usage of PLATO lessons and subsequent performance on three subtests from three different examinations were analysed. The findings from the current study offer encouragement that use of PLATO basic medical science materials contribute to increased performance on subsequent examinations.
Computer-Assisted Instruction↗
Curriculum bias: a study of a college-certifying system for students at two basic medical science schools.
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Curriculum↗
An assessment of effectiveness of PLATO basic medical science lessons.
The present study investigated the effectiveness of PLATO basic medical science lessons. Evidence was found that users of the PLATO lessons earned higher mean scores than non-users on subtests of basic science examinations. The findings offer encouragement that PLATO materials may be viable educational tools within a first-year basic science program.
Analysis of Variance↗
A comparison of two item-scoring procedures and student reactions to them.
Two scoring schemes--a partial-credit scoring scheme and a dichotomous scoring approach--were compared to determine whether one could be selected over the other on the basis of empirical data. Means, variances, and reliabilities on alternate measures and student reactions to the two approaches were analyzed. It was found that the mean partial-credit test score was significantly greater than the dichotomous test score. Reliability on the partial-credit measure was higher, but not significantly, than the dichotomously scored measure. Variance of the dichotomously scored measure was greater, but not statistically, than its partial-credit counterpart. Students clearly preferred the partial-credit approach over the dichotomous scheme. It was concluded that the partial-credit scoring system permitted the assessment of a significant amount of partial knowledge. The approach is recommended if rewarding for partial knowledge is an important concern.
Attitude↗