Background: Tutorial-based assessment commonly used in problem-based learning (PBL) is thought to provide information about students which is different from that gathered with traditional assessment strategies such as multiple-choice questions or short-answer questions. Although multiple-observations within units in an undergraduate medical education curriculum foster more reliable scores, that evaluation design is not always practically feasible. Thus, this study investigated the overall reliability of a tutorial-based program of assessment, namely the Tutotest-Lite.
Methods: More specifically, scores from multiple units were used to profile clinical domains for the first two years of a system-based PBL curriculum.
Results: G-Study analysis revealed an acceptable level of generalizability, with g-coefficients of 0.84 and 0.83 for Years 1 and 2, respectively. Interestingly, D-Studies suggested that as few as five observations over one year would yield sufficiently reliable scores.
Conclusions: Overall, the results from this study support the use of the Tutotest-Lite to judge clinical domains over different PBL units.
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| http://dx.doi.org/10.1186/1472-6920-14-30 | DOI Listing |
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