Exploring pooled analysis of pretested items to monitor the performance of medical students exposed to different curriculum designs.

ABSTRACT: Several methods have been proposed for analyzing differences between test scores, such as using mean scores, cumulative deviation, and mixed-effect models. Here, we explore the pooled analysis of retested Progress Test items to monitor the performance of first-year medical students who were exposed to a new curriculum design. This was a cross-sectional study of students in their first year of a medical program who participated in the annual interinstitutional Progress Tests from 2013 to 2019. We analyzed the performance of first-year students in the 2019 test and compared it with that of first-year students taking the test from 2013 to 2018 and encountering the same items. For each item, we calculated odds ratios with 95% confidence intervals; we also performed meta-analyses with fixed eff

SUBMITTER: Hamamoto Filho PT 

PROVIDER: S-EPMC8432842 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature