T. Lee Willoughby

Correlation of Quarterly Profile Examination and National Board of Medical Examiner Scores

The concurrent validity of a computer-assisted test construction system designed to measure information in the medical sciences was assessed. Scores on the Quarterly Profile Examination were correlated with scores on the National Board of Medical Examiners, Part I, for four different examination dates at a new medical school. Results were presented for seven categories of the examination. The correlations were, for the most part, significant. A trend of increased relationship for the more recent examination dates was observed. The results were interpreted to indicate that the Quarterly Profile Examination measures factual information in the basic medical sciences.

Edumetric Validity of the Quarterly Profile Examination

Investigators traditionally have reported the psychometric properties of tests. Less often reported are the edumetric properties of tests used for measurement of within-individual growth. The standard growth expectations for various levels and categories of the Quarterly Profile Examination were reported in this study as an approach to assessing edumetric validity. Although psychometric properties of this test of medical information were previously determined, the present results demonstrated the usefulness of computing standard growth expectations for tests used in the measurement of within-individual growth.

Reliability and Validity of a Priori Estimates of Item Characteristics for an Examination of Health Science Information

A priori estimates of item characteristics are necessary for the effi cient development of sound tests. Judges were asked to rate the For mat, Relevancy, Difficulty, Discrimination, and Overall Quality of multiple-choice items for an examination covering health science in formation. Ratings of Relevancy were least reliable. The combined estimates of Difficulty did not correspond with empirical values of item difficulty; however, the combined ratings for Discrimination did correlate (point-biserial) significantly (p < .05) with item-total test scores. Additionally, combined ratings of Overall Quality were correlated significantly (p < .05) with item-total correlations.

PERCEPTIONS OF THE ROLE OF A FACULTY SUPERVISOR OR “MENTOR” AT TWO MEDICAL SCHOOLS

ABSTRACT This study compared faculty and student perceptions of the ideal and the actual role of a faculty supervisor or “mentor” at two schools of medicine — one in the United States and the other in England. Results indicated that, although faculty and students at both schools expected the mentor to spend more time, ideally, in 14 teaching, advising, and role‐modelling activities than he/she actually did, a generally high level of concordance between mentors’ and students’ perceptions of the mentors role suggest that the role is a viable one. Differences between “ideal” and “actual” and between students’ and mentors’ perceptions are discussed. It is concluded that medical schools establishing such a system should define clearly the mentors desired activities and functions.

Correlation of Intramural and Extramural Measures of Knowledge in the Clinical Sciences of Medicine

The validity of an examination of knowledge in the medical sciences was assessed. Scores in the clinical medicine categories and total score of the Quarterly Profile Examination (QPE) were correlated with corresponding scores on the Part II examination of the National Board of Medical Examiners for three different examination dates. The correlations were found to be significant for each of the three groups. Since each examination date involved a unique sample from a computer bank of questions, the stability of these relationships over time was also considered. Results of the Rao test of independent correlations indicated the relationships to be stable across time.

Antecedent and concurrent correlates of primary care practice

Background: Understanding factors in specialty choice may increase the number of primary care practitioners. Purpose: The purpose of this study was to learn how primary and nonprimary care graduates differed on entry to medical school, during medical school, and as practitioners. Methods: We surveyed 1983 to 1987 graduates of 1 school about their careers, achievements, and values; 76% of the 430 responded. Of these, 117 were primary care practitioners. School records provided data on graduates’ admissions characteristics and student performance levels, and we analyzed data by descriptive statistics, Students t test, and chi‐square test. Results: Primary and nonprimary care graduates were alike on entry to medical school. Their performance in medical school differed on 7 of 15 measures. Many practice patterns were similar, but whereas primary care practitioners stressed a clinician role oriented to people and community, nonprimary care practitioners emphasized more a scholarly role. Conclusion: Only diffe...