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Biomedical subjects

H S Barrows

Publications and source records attributed to H S Barrows.

At least 19 recordsLinked to original sources
PubMed1992

Six years of comprehensive, clinical, performance-based assessment using standardized patients at the Southern Illinois University School of Medicine.

By the end of 1990-91, the Southern Illinois University School of Medicine had had six years of experience with comprehensive, performance-based examinations of senior medical students' levels of clinical competence; this report assesses the psychometric aspects of the six examinations given during that period. The examinations were aimed at determining the students' readiness for postgraduate training. Compared with other clinical performance-based assessments that use standardized patients (SPs), these examinations had two important and unique features: (1) the examinations assessed a comprehensive range of clinical skills and reasoning; and (2) they approximated the challenges of real clinical practice wherein a practitioner's skills need to be orchestrated and prioritized in order to meet the challenges of the case encountered. Each year, the performance-based assessment given was an intensive clinical examination requiring each student to work up 13 to 18 SP problems over a three-day period. To administer an examination to an entire class of students took three weeks. Because all students after the first year of administration (1986) were required to pass these examinations, the fairness of test design and scoring and the setting of performance standards for the examinations became important issues for the faculty. The results, accumulated over six years and based on a total of 6,804 student-patient encounters involving 405 students, indicate that this kind of clinical performance-based examination can discriminate a wide range of students' clinical performances. The results provide evidence for the examinations' test security, content validity, construct validity, and reliability.

Clinical Clerkship↗
PubMed1992

Screening test length for sequential testing with a standardized-patient examination: a receiver operating characteristic (ROC) analysis.

The feasibility of using sequential testing (i.e., using a screening test) to reduce the length and expense of a performance-based examination with standardized-patient cases was demonstrated previously. In the present study, quantitative criteria rather than practical considerations were used to determine optimal values for the length of the screening test (i.e., number of cases) and the location of the screening pass-fail cutoff (i.e., its relation to the mean of the pass levels for the different cases). Data were derived from five classes of senior students at the Southern Illinois University School of Medicine, 1987-1991. Specifically, receiver operating characteristic (ROC) curves were plotted for screening tests of varying lengths, with the points on each ROC curve corresponding to different pass-fail cutoffs on the screening test. The results showed that good accuracy can be attained with a screening test that is only one-third the length of the full examination and that the cutoff for this screen should be set slightly above the mean of the case pass levels to maximize sensitivity and specificity. The authors conclude that their study demonstrates the value of an ROC analysis in evaluating the psychometric properties of a screening test in sequential testing.

Clinical Clerkship↗
PubMed1992

Standardized (simulated) patients' accuracy in recording clinical performance check-list items.

In large-scale performance-based assessment of medical professionals' clinical competence, simulated patients (standardized patients-SPs) are used not only to simulate case problems but also to record on check-list the examinees' clinical performance during their encounter with the SPs. The purposes of this study were to determine the SPs' overall accuracy in recording check-list items, and whether their accuracy was affected by the various characteristics of the check-list, and by the different times during a day and the different days within the examination when the recordings were obtained. Results showed that the SPs' accuracy in recording check-list items was good to very good and was affected by the length of the check-list, as well as by the type and the clarity of the check-list item. It was further found that the SPs' accuracy was consistent and did not vary over the course of a one-day or a 15-day examination.

Clinical Competence↗
PubMed1991

Clinical behaviors and skills that faculty from 12 institutions judged were essential for medical students to acquire.

This paper describes a 1988-1989 collaborative mail survey of faculty opinion about clinical behaviors and skills that students should be expected to demonstrate prior to graduation from undergraduate medical school (hereafter called "exit objectives"). Selected faculty from 12 American and Canadian medical schools indicated whether each of 77 objectives was essential for every student to know or demonstrate prior to graduation; useful but not essential at the undergraduate level; or not applicable to their undergraduate program. Their responses provide a glimpse into faculty expectations regarding some of the exit behaviours and skills they deemed essential. Forty-two percent (32) of the 77 objectives were regarded as essential by 75% or more of the faculty members who responded. Essential objectives involved conducting organ system examinations, formulating problems and hypotheses, and gathering fundamental interview, physical, and screening examination data, including emergency examinations of the airway and circulatory systems. Other essential objectives involved collaboration and communication, demonstrating concern for legal and ethical values, and keeping abreast of current information within the discipline. Exit objectives related to the diagnosis and management of specific conditions were regarded as useful but not essential at the undergraduate level. Implications for medical education are discussed.

Canada↗
PubMed1991

Test security in examinations that use standardized-patient cases at one medical school.

The use of performance-based examinations consisting of standardized-patient (SP) cases has increased greatly in recent years. These examinations are typically long and thus require the presentation of the same SP cases to several consecutive examinee groups. Consequently, concerns have arisen about the potential for violations of test security whereby students who were tested early in the examination period pass on information to students tested later. These concerns are addressed using data from the SP-based examinations administered to five classes (1986-1990) of senior medical students at Southern Illinois University School of Medicine. Because of the length of the examinations, each class was randomly divided into five groups and the examination was administered to one group at a time, requiring three days of testing time per group and three weeks of testing time per class. The results showed no consistent, systematic changes in case means across the five groups tested at different times throughout the examination period, and thus provide no evidence of serious, widespread violations of test security.

Education, Medical↗
PubMed1975

An innovative course in undergraduate neuroscience. Experiment in problem-based learning with 'problem boxes'.

A novel course in undergraduate neurosciences is described in this paper. The course features a 'problem-box' and use of an educational prescription, each designed to foster the continual development of problem solving and self-directed study skills. The use of a wide range of evaluation tools, stimulated patients, questionnaires, tutorial evaluations, and interviews indicated that it was successful in its attempt. The philosophy of the design of problem-boxes and the problem-solving approach are discussed.

Curriculum↗