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Educational Measurement↗
Biomedical subjects
Linjun Shen
Publications and source records attributed to Linjun Shen.
Predictive validity of osteopathic medical licensing examinations for osteopathic medical knowledge measured by graduate written examinations.
The purpose of this study was to evaluate the predictive validity of osteopathic medical licensing examinations for osteopathic medical knowledge measured by graduate written medical examinations. Performances on the three osteopathic initial licensing examinations, the three osteopathic internal medicine in-service examinations, and the osteopathic internal medicine board certification examinations were analyzed for a cohort of the most recent osteopathic internal medicine board certification examination candidates (N = 82). Multiple regressions were performed for the predictive value of licensing examination scores for the late examination scores. Logistic regressions were used for the prediction of pass/fail status on the licensing examinations for that on the board certification. A longitudinal performance profile was constructed to assess the rank changes in decile on the examinations at different times. All correlation coefficients between the licensing examinations and other examinations were significant and higher than .70. The licensing examinations together predicted at least 60% of the variance of any of the other examination scores. The pass/fail status on the licensing examinations predicted 89% of the pass/fail status on the certification examination. Decile ranks since the first licensing examination were consistent and stable over at least 5 years. The osteopathic licensing examinations had high predictive validity for the late written osteopathic internal medicine examinations. Generalization of the findings to other disciplines needs a caution, as a specialty bias may exist for these types of studies.
Educational Measurement↗
Relationship of osteopathic medical licensure examinations with undergraduate admission measures and predictive value of identifying future performance in osteopathic principles and practice/osteopathic manipulative medicine courses and rotations.
Two hundred sixty-five students from four classes at one school of osteopathic medicine were studied to determine the correlation between several frequently used premedical admission criteria to predict performance on the early and current versions of the osteopathic medical licensure examinations. Further analysis evaluated the predictive value of the examination of the National Board of Osteopathic Medical Examiners (NBOME) and its successor, the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) in determining subsequent performance in the ascending levels of the examination sequence, as well as to predict performance in the courses and rotations of osteopathic principles and practice (OPP) and osteopathic manipulative medicine (OMM). This study also investigated the relationship between the early and later parts of the osteopathic medical licensure examinations. Analysis showed that of all premedical parameters, only the Medical College Aptitude Test score was positively correlated with performance on COMLEX-USA. In addition, a positive correlation was demonstrated between the performance in either Level 1 of COMLEX-USA or in the earlier form of the NBOME examination Part I and subsequent performance on the current Level 2 of COMLEX-USA or the old NBOME Part II. Finally, analysis indicated that COMLEX-USA predicted performance in OPP knowledge and skills.
College Admission Test↗
Progress Testing for Postgraduate Medical Education: a Four-Year Experiment of American College of Osteopathic Surgeons Resident Examinations.
An experiment of progress testing for postgraduate medical education was evaluated for the psychometric properties and evaluation utilities of its outcome. Psychometric analysis emphasized reliability, construct validity, exam structure, and equating quality, while analysis of evaluation value focused on growth trajectories of several cohorts of residents. The analyses concluded that progress testing for postgraduate education was feasible. The value of progress testing for postgraduate medical education assessment was unique and promising.
Journal Article↗
A departmental outcome assessment to evaluate educational achievement.
Defining and addressing outcome objectives is a crucial process in medical science and education. One outcome objective of the Physiology/ Pharmacology Department at Des Moines University is to prepare students to successfully complete Part I of the national licensure examination. This study assesses the effectiveness of the departmental curriculum in helping the students achieve success on Part I of the licensure examination. Standardized discipline examinations were used as the comprehensive final examination for the physiology and pharmacology courses for the classes of 1997, 1998, and 2002 through 2005. The results were assessed by class year and specific topic area as determined by an item keyword description. Student performance on Part I of the National Podiatric Board examination was assessed for each class. Podiatric medical students' performance tended to be similar to or slightly lower than that of the national cohort on the discipline examinations. Topic analysis revealed areas of weakness, which were then addressed in the second-year courses. Student performance on Part I was generally acceptable yet showed marked improvement with the curricular interventions and changes. External assessments provide us with an unbiased means to evaluate the strengths and weaknesses of the curriculum through student performance and to make appropriate adjustments to enhance students' success.
Clinical Competence↗