Journal of Educational Evaluation for Health Professions

Volume 3; 2006

Book Review

Book Review: Practical Guide to Medical Student Assessment: Sun Huh; J Educ Eval Health Prof. 2006;3:6. Published online December 18, 2006; DOI: https://doi.org/10.3352/jeehp.2006.3.6

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Research Articles

Nurse-midwifery education through graduate programs to provide a sufficient number of high quality nurse-midwives: Kyung Hye Lee; J Educ Eval Health Prof. 2006;3:5. Published online December 5, 2006; DOI: https://doi.org/10.3352/jeehp.2006.3.5

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There is a decrease in the number of new midwives, resulting from the shutdown of midwifery education program in hospitals due to a decrease in birthrate in the Republic of Korea. To solve this problem, the current medical laws on midwifery education system in Korea should be revised; nurse-midwifery specialist programs must be established in educational institutes with nursing programs. To support this argument, the midwifery education programs of America, Europe, Australia, and Japan have been discussed, and a nurse-midwifery specialist curriculum at the master s level, based on the nurse-practitioner system of Korea, has been suggested. Since this assertion is very important and urgent for solving the future population problem of Korea and providing health care for women and children, it should be realized into action immediately.

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International Journal of Nursing Education Scholarship.2023;[Epub] CrossRef
Where Can I Find the Free Item Analysis Program Based on Item Response Theory, Computer-Based Testing and Computerized Adaptive Testing?
Sun Huh
Korean Journal of Medical Education.2010; 22(4): 323. CrossRef
Application of Computerized Adaptive Testing in Medical Education
Sun Huh
Korean Journal of Medical Education.2009; 21(2): 97. CrossRef

Estimation of an Examinee's Ability in the Web-Based Computerized Adaptive Testing Program IRT-CAT: Yoon-Hwan Lee, Jung-Ho Park, In-Yong Park; J Educ Eval Health Prof. 2006;3:4. Published online November 22, 2006; DOI: https://doi.org/10.3352/jeehp.2006.3.4

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174 Download
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We developed a program to estimate an examinee's ability in order to provide freely available access to a web-based computerized adaptive testing (CAT) program. We used PHP and Java Script as the program languages, PostgresSQL as the database management system on an Apache web server and Linux as the operating system. A system which allows for user input and searching within inputted items and creates tests was constructed. We performed an ability estimation on each test based on a Rasch model and 2- or 3-parametric logistic models. Our system provides an algorithm for a web-based CAT, replacing previous personal computer-based ones, and makes it possible to estimate an examinee?占퐏 ability immediately at the end of test.

Citations

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Analysis on Validity and Academic Competency of Mock Test for Korean Medicine National Licensing Examination Using Item Response Theory
Han Chae, Eunbyul Cho, SeonKyoung Kim, DaHye Choi, Seul Lee
Keimyung Medical Journal.2023; 42(1): 7. CrossRef
Accuracy and Efficiency of Web-based Assessment Platform (LIVECAT) for Computerized Adaptive Testing
Do-Gyeong Kim, Dong-Gi Seo
The Journal of Korean Institute of Information Technology.2020; 18(4): 77. CrossRef
Computer‐Based Testing and Construction of an Item Bank Database for Medical Education in Korea
Sun Huh
Korean Medical Education Review.2014; 16(1): 11. CrossRef
Can computerized tests be introduced to the Korean Medical Licensing Examination?
Sun Huh
Journal of the Korean Medical Association.2012; 55(2): 124. CrossRef
Application of Computerized Adaptive Testing in Medical Education
Sun Huh
Korean Journal of Medical Education.2009; 21(2): 97. CrossRef

Review Article

The Future of e-Learning in Medical Education: Current Trend and Future Opportunity: Sara Kim; J Educ Eval Health Prof. 2006;3:3. Published online September 12, 2006; DOI: https://doi.org/10.3352/jeehp.2006.3.3

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579 Download
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A wide range of e-learning modalities are widely integrated in medical education. However, some of the key questions related to the role of e-learning remain unanswered, such as (1) what is an effective approach to integrating technology into pre-clinical vs. clinical training?; (2) what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?; (3) which design features are known to be effective in designing on-line patient simulation cases, tutorials, or clinical exams?; and (4) what guidelines exist for determining an appropriate blend of instructional strategies, including online learning, face-to-face instruction, and performance-based skill practices? Based on the existing literature and a variety of e-learning examples of synchronous learning tools and simulation technology, this paper addresses the following three questions: (1) what is the current trend of e-learning in medical education?; (2) what do we know about the effective use of e-learning?; and (3) what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrated in training future physicians, it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives. Without an evolving knowledge base on how best to design e-learning applications, the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen.

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Research Article

Test Equating of the Medical Licensing Examination in 2003 and 2004 Based on the Item Response Theory: Mi Kyoung Yim, Sun Huh; J Educ Eval Health Prof. 2006;3:2. Published online July 31, 2006; DOI: https://doi.org/10.3352/jeehp.2006.3.2

30,484 View
137 Download
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Abstract PDF

The passing rate of the Medical Licensing Examination has been variable, which probably originated from the difference in the difficulty of items and/or difference in the ability level of examinees. We tried to explain the origin of the difference using the test equating method based on the item response theory. The number of items and examinees were 500, 3,647 in 2003 and 550, 3,879 in 2004. Common item nonequivalent group design was used for 30 common items. Item and ability parameters were calculated by three parametric logistic models using ICL. Scale transformation and true score equating were executed using ST and PIE. The mean of difficulty index of the year 2003 was ??.957 (SD 2.628) and that of 2004 after equating was ??.456 (SD 3.399). The mean of discrimination index of year 2003 was 0.487 (SD 0.242) and that of 2004 was 0.363 (SD 0.193). The mean of ability parameter of year 2003 was 0.00617 (SD 0.96605) and that of year 2004 was 0.94636 (SD 1.32960). The difference of the equated true score at the same ability level was high at the range of score of 200??50. The reason for the difference in passing rates over two consecutive years was due to the fact that the Examination in 2004 was easier and the abilities of the examinees in 2004 were higher. In addition, the passing rates of examinees with score of 270??94 in 2003, and those with 322??43 in 2004, were affected by the examination year.

Citations

Citations to this article as recorded by

Comparison of proficiency in an anesthesiology course across distinct medical student cohorts: Psychometric approaches to test equating
Shu-Wei Liao, Kuang-Yi Chang, Chien-Kun Ting, Mei-Yung Tsou, En-Tzu Chen, Kwok-Hon Chan, Wen-Kuei Chang
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Can computerized tests be introduced to the Korean Medical Licensing Examination?
Sun Huh
Journal of the Korean Medical Association.2012; 55(2): 124. CrossRef

Editorial

To broaden the horizon of the Journal of Educational Evaluation for Health Professions: Sun Huh; J Educ Eval Health Prof. 2006;3:1. Published online July 7, 2006; DOI: https://doi.org/10.3352/jeehp.2006.3.1

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Citations

Citations to this article as recorded by

Journal of Educational Evaluation for Health Professions will be accepted for inclusion in Scopus
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