A Mark-Recapture Approach to Estimating Item Pool Compromise.

Testing organizations routinely investigate if secure exam material has been compromised and is consequently invalid for scoring and inclusion on future assessments. Beyond identifying individual compromised items, knowing the degree to which a form is compromised can inform decisions on whether the form can no longer be administered or when an item pool is compromised to such an extent that serious action on a broad scale must be taken to ensure the validity of score interpretations. Previous research on estimating the population of item compromise is sparse; however, this is a more generally long-studied problem in ecological research.

Basic science knowledge underlies clinical science knowledge and clinical problem solving: evidence from veterinary medicine.

Medical sciences education emphasizes basic science learning as a prerequisite to clinical learning. Studies exploring relationships between achievement in the basic sciences and subsequent achievement in the clinical sciences generally suggest a significant positive relationship. Basic science knowledge and clinical experience are theorized to combine to form encapsulated knowledge- a dynamic mix of information that is useful for solving clinical problems.

Examining the Validity of the North American Veterinary Licensing Examination (NAVLE) Time Constraints.

Individuals who want to become licensed veterinarians in North America must complete several qualifying steps including obtaining a passing score on the North American Veterinary Licensing Examination (NAVLE). Given the high-stakes nature of the NAVLE, it is essential to provide evidence supporting the validity of the reported test scores. One important way to assess validity is to evaluate the degree to which scores are impacted by the allotted testing time which, if inadequate, can hinder examinees from demonstrating their true level of proficiency.

Effects and Unforeseen Consequences of Accessing References on a Maintenance of Certification Examination: Findings From a National Study.

Purpose: Increasing criticism of maintenance of certification (MOC) examinations has prompted certifying boards to explore alternative assessment formats. The purpose of this study was to examine the effect of allowing test takers to access reference material while completing their MOC Part III standardized examination.

Method: Item response data were obtained from 546 physicians who completed a medical subspecialty MOC examination between 2013 and 2016.

Can Item Keyword Feedback Help Remediate Knowledge Gaps?

Background: In graduate medical education, assessment results can effectively guide professional development when both assessment and feedback support a formative model. When individuals cannot directly access the test questions and responses, a way of using assessment results formatively is to provide item keyword feedback.

Objective: The purpose of the following study was to investigate whether exposure to item keyword feedback aids in learner remediation.

The impact of postgraduate training on USMLE® step 3® and its computer-based case simulation component.

Background: The United States Medical Licensing Examination® (USMLE®) Step 3® examination is a computer-based examination composed of multiple choice questions (MCQ) and computer-based case simulations (CCS). The CCS portion of Step 3 is unique in that examinees are exposed to interactive patient-care simulations.

Objective: The purpose of the following study is to investigate whether the type and length of examinees' postgraduate training impacts performance on the CCS component of Step 3, consistent with previous research on overall Step 3 performance.