| Project/Area Number |
13800002
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| Research Category |
Grant-in-Aid for Special Purposes
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| Allocation Type | Single-year Grants |
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| Research Institution | The Jikei University School of Medicine |
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Principal Investigator |
KURIHARA Satoshi The Jikei University School of Medicine, President, 医学部, 学長 (90057026)
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| Co-Investigator(Kenkyū-buntansha) |
FUKUDA Yasuichiro Chiba University, Faculty of Medicine, Professor, 医学部, 教授 (10009649)
SATO Tatsuo Tokyo Medical and Dental University, Faculty of Medicine, Professor, 歯学部, 教授 (10004657)
ETOU Kazuhiro Tokyo Medical and Dental University, Faculty of Dentistry, Professor, 歯学部, 教授 (30014161)
FUKUSHIMA Osamu The Jikei University School of Medicine, Professor, 医学部, 教授 (60173332)
KOZU Tadahiko Tokyo Women's Medical University, Faculty of Medicine, Professor, 医学部, 教授 (00075285)
高瀬 浩造 東京医科歯科大学, 医学部, 教授 (90211333)
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| Project Period (FY) |
2001 – 2002
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| Project Status |
Completed (Fiscal Year 2002)
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| Budget Amount *help |
¥16,900,000 (Direct Cost: ¥16,900,000)
Fiscal Year 2002: ¥6,100,000 (Direct Cost: ¥6,100,000)
Fiscal Year 2001: ¥10,800,000 (Direct Cost: ¥10,800,000)
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| Keywords | Medical education / pre-clerkship education / common achievement test / computer-based testing / objective structured clinical examination / 学生評価 / computer-based testing / 外部試験官制度 / 前臨床実習教育 / 臨床能力 / 試験問題の質 |
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| Research Abstract |
We have introduced the common achievement test system to medical and dental schools. This system measured students' competence just before entering clerkship education in hospitals and community. This system was consisted with computer-based testing (CBT) and objective structured clinical examination (OSCE). Our research focused on reliability, validity, objectivity, efficiency and specificity of CBT and OSCE. Results showed the need of introduction of item response theory to assessment of students' CBT scores. A brand new MCQ types were established to measure students' clinical reasoning ; these were called type W and type Q. A feature of the OSCE was exchange raters. There was significant difference in raters' score between good-trained and poor-trained raters. Further investigation on rater training system and evaluation items on OSCE are needed.
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