ror.org/03yjb2x39
Résumés
Abstract
At our centre, we introduced a continuous quality improvement (CQI) initiative during academic year 2018-19 targeting for repair multiple choice question (MCQ) items with discrimination index (D) < 0.1. The purpose of this study was to assess the impact of this initiative on reliability/internal consistency of our assessments. Our participants were medical students during academic years 2015-16 to 2020-21 and our data were summative MCQ assessments during this time. Since the goal was to systematically review and improve summative assessments in our undergraduate program on an ongoing basis, we used interrupted time series analysis to assess the impact on reliability. Between 2015-16 and 2017-18 there was a significant negative trend in the mean alpha coefficient for MCQ exams (regression coefficient -0.027 [-0.008, -0.047], p = 0.024). In the academic year following the introduction of our initiative (2018-19) there was a significant increase in the mean alpha coefficient (regression coefficient 0.113 [0.063, 0.163], p = 0.010) which was then followed by a significant positive post-intervention trend (regression coefficient 0.056 [0.037, 0.075], p = 0.006). In conclusion, our CQI intervention resulted in an immediate and progressive improvement reliability of our MCQ assessments.
Résumé
Dans notre centre, nous avons introduit une initiative d'amélioration continue de la qualité (ACQ) au cours de l'année académique 2018-19 ciblant la correction des questions à choix multiples (QCM) dont l'indice de discrimination (D) est < 0,1. Le but de cette étude était d'évaluer l'impact de cette initiative sur la fiabilité/cohérence interne de nos évaluations. Nos participants étaient des étudiants en médecine au cours des années académiques 2015-16 à 2020-21 et nos données provenaient d’évaluations sommatives par QCM au cours de cette période. Comme l'objectif était de revoir et d'améliorer systématiquement les évaluations sommatives dans notre programme prégradué sur une base continue, nous avons utilisé une analyse basée sur des séries chronologies interrompues pour évaluer l'impact sur la fiabilité. Entre 2015-16 et 2017-18, il y a eu une tendance négative significative dans le coefficient alpha moyen pour les examens utilisant des QCM (coefficient de régression -0,027 [-0,008, -0,047], p = 0,024). Au cours de l'année académique suivant l'introduction de notre initiative (2018-19), il y a eu une augmentation significative du coefficient alpha moyen (coefficient de régression 0,113 [0,063, 0,163], p = 0,010) qui a été suivie d'une tendance positive significative après l'intervention (coefficient de régression 0,056 [0,037, 0,075], p = 0,006). En conclusion, notre intervention d'ACQ a entraîné une amélioration immédiate et progressive de la fiabilité de nos évaluations par QCM.
Parties annexes
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