Diagnostic Accuracy Study of Internal Assessment using Receiver Operator Characteristic Curve Analysis.

Khadija Qamar; Muhammad Alamgir Khan; Sadaf Saleem

Author(s)

Khadija Qamar Army Medical College, National University of Medical Sciences, Rawalpindi, Pakistan

Muhammad Alamgir Khan Army Medical College, National University of Medical Sciences, Rawalpindi, Pakistan

Sadaf Saleem Army Medical College, National University of Medical Sciences, Rawalpindi, Pakistan

Abstract

Objective: To assess whether internal assessment as a part of continuous assessment links to the outcome of the final summative assessment. Methods: The diagnostic accuracy study was conducted at Army Medical College, Rawalpindi, Pakistan, from November 2015 to July 2016, and comprised medical students of 2nd year. Different teaching methods used were interactive lectures, case-based sessions, demonstrations, small group discussions, skill lab and practicals. Other confounding factors were not considered. Receiver operator characteristic curve was computed to determine diagnostic accuracy of internal assessment for the prediction of examination results. Results: Out of 202 students, 122 (60.4%) were male and 80 (39.6%) were female with an overall mean age of 20.05±0.69 years. Total marks of 2nd professional examination and internal assessment were normally distributed with mean values of 131.71±19.81 and 36.18±8.03 respectively. The cut-off value was 27.5 and at this value, sensitivity was 100% and specificity was 91%. Conclusion: Diagnostic power of internal assessment to identify students who may fail in professional examination was significantly high.

Publication Details

Page(s) 721-724

DOI DOI not available

Published Journal: Journal of Pakistan Medical Association, Volume: 68, Issue: 5, Year: 2018

Request the full text from PASTIC

Keywords

medical education, Internal assessment, Anatomy.

References

Vleuten C Van,,1996,The assessment of professional competence: developments, research and practical implications,Adv Health Sci Educ Theory Pract,1,41,67

FowellS,,1999,Evaluating assessment: the missing link? Med Educ,,33,276,81

ChewB,ZainA,HassanF,,2013,Emotional intelligence and academic performance in first and final year medical students: a crosssectional study,BMC Med,27,13,44

Harden R. AMEE,,2001,Curriculum mapping: a tool for transparent and authentic teaching and learning,Med Teach,23,123,37

BlochR,,2012,Generalizability theory for the perplexed: a practical introduction and guide:,AMEE Guide No. 68. Med Teach,34,960,92

CookD,LineberryM.,,2016,Consequences validity evidence: evaluating the impact of educational assessments,Acad Med,91,785,95

JohnsonTR,KhalilMK,PepplerRD,DaveyDD,KibbleJD,,2014,Use of the NBME Comprehensive Basic Science Examination as a progress test in the preclerkship curriculum of a new medical school,Adv Physiol Educ,38,315,20

DavidM,DavisM,HardenR,HowieP. AMEE,,2001,Medical Education Guide No. 24: Portfolios as a method of student assessment,Med Teach,23,535,51

Naing L. Sample size calculation for sensitivity and specificity studies. 2004

Barbarà-i-MolineroA,Barbarà-,-MolineroA,Cascón-PereiraR,Cascón-PereiraR,Hernández-LaraAB,Hernández-LaraAB,,2017,Professional identity development in higher education: influencing factors,Inter J Educ Manag,31,189,203

BondemarkL,KnutssonK,BrownG.,,2004,A self-directed summative examination in problem-based learning in dentistry: a new approach,Med Teach,26,46,51

Greer L. Does changing the method of assessment of a module improve the performance of a student? Ass Eval Higher Educ. 2001; 26: 127-38.

Thissen-RoeA,HuntE,MinstrellJ,,2004,The DIAGNOSER project: Combining assessment and learning,Behav Res Meth,36,234,40

KrasneS,WimmersPF,RelanA,DrakeTA,,2006,Differential effects of two types of formative assessment in predicting performance of first-year medical students,Adv Health Sci Educ,11,155,71

RolfeI,McPhersonJ,,1995,,Formative assessment: how am I doing? Lancet,345,837,9