Learning to perform research in the degree of medicine: analysis and evaluation of the student ratings of the final degree dissertation.

Luis González-de Paz, Marta Elorduy-Vaquero, Montserrat Virumbrales, Jordi Real, Xisca Sureda, Alicia Borras, Jose M Martínez-Sánchez

Abstract


The Bologna Plan applied to the Medicine Degree in Spain has included a final degree dissertation into the coursework. In this manuscript, we analyzed the validity of a rubric and the grading criteria used to assess the students skills in research and their critical thinking.

A total of 62 final degree dissertations were evaluated. Each student was supervised by a clinical or epidemiologist researcher. Each dissertation was rated by three academic assistants using a 10-item rubric. The validity of the scores and the differences in the severity of the examiners were analyzed with a multi-faceted Rasch model, which allowed examining severity within evaluators, ability of the students and difficulty of items. 62 final dissertation were evaluated with a total of 186 rubrics. 58% of the students had higher ability than the severity of the evaluators and the difficulty of the items of the evaluation rubric. No significant differences were observed within the severity of the professors, neither within the final scores. The most difficult item for students was selection of epidemiological design. This study showed that the methodology proposed to evaluate the final degree dissertation is effective to assess the skills of conducting research and critical thinking in medicine students.


Keywords


Degree of Medicine, Curriculum, Medical Education, Education of Medical standards, Professional Competence, Europe, Spain

Full Text:

PDF (Español)

References


ANECA (Agencia Nacional de Evaluación de la Calidad y Acreditación). (2005). Libro blanco. Título de grado en medicina. Disponible en: http://www.aneca.es/var/media/150312/libroblanco_medicina_def.pdf

Arnalich Fernández, F. (2010). Adaptación del nuevo grado en medicina al espacio europeo de educación superior. ¿Cuál ha sido la aportación de bolonia? Revista Clínica Española, 210(9), 462-7.

Baños, J. E.y Bosch, F. (2008). ¿Ha llegado, por fin, el lobo? la adaptación de los planes de estudio de medicina al espacio europeo de educación superior: Consideraciones en torno a una orden ministerial. Medicina Clínica (Bar), 131(12), 457-459.

Boulet, J. R., Rebbecchi, T. A., Denton, E. C., McKinley, D. W. y Whelan, G. P. (2004). Assessing the written communication skills of medical school graduates. Advances in Health Sciences Education: Theory and Practice, 9(1), 47-60.

Declaración conjunta de los ministros europeos de enseñanza. Espacio europeo de enseñanza superior. Bolonia, Italia: 19 de Junio de 1999

Eckes, T. (2011). Introduction to many-facet rasch measurement. Frankfurt am Main: Peter Lang.

Iramaneerat, C., Yudkowsky, R., Myford, C. M. y Downing, S. M. (2008). Quality control of an OSCE using generalizability theory and many-faceted rasch measurement. Advances in Health Sciences Education: Theory and Practice, 13(4), 479-493.

Linacre, J. (2014). Facets computer program for many-facet Rasch measurement. v. 3.71.4. Beaverton, Oregon: Winsteps.com.

Linacre, J. (2002a). What do infit and outfit, mean-square and standardized mean? Rasch Measurement Transactions, 16(2), 878. http://www.rasch.org/rmt/rmt162f.htm

Linacre, J. (2002b). Optimizing rating scale category effectiveness. Journal of Applied Measurement, 3(1), 85-106.

Linacre, J. y Wright, B. (2002). Construction of measures from many-facet data. Journal of Applied Measurement, 3(4), 486-512.

Lobato, R., Lagares, A., Alén, J. y Alday, R. (2010). El desarrollo del proceso de “Bolonia” y el Grado de Medicina. situación actual y expectativas para su implantación definitiva. Neurocirugia (Astur), 21(2), 146-56.

Lunz, M., Wright, B. y Linacre, J. (1990). Measuring the impact of judge severity on examination scores. Applied Measurement in Education, 3(4), 331-345.

Mateo Andrés, J., Rodríguez Espinar, S. y Prades Nebot, A. (2009). Guia per a l'avaluació de competències en el treball de final de grau en l'àmbit de les ciències socials i jurídiques. Barcelona: Agència per a la Qualitat del Sistema Universitari de Catalunya. Disponible en: http://www.aqu.cat/doc/doc_95455311_1.pdf

Michaud, P. (2012). Reforms of the pre-graduate curriculum for medical students: The bologna process and beyond. Swiss Medical Weekly, 17, 142:w13738.

Myford, C. y Wolfe, E. (2003). Detecting and measuring rater effects using many-facet rasch measurement: Part I. Journal of Applied Measurement, 4(4), 386-422.

Nikendei, C., Krautter, M., Celebi, N., Obertacke, U. y Junger, J. (2012). Final year medical education in germany. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 106(2), 75-84.

Nogales Espert, A. (2010). Reflections about the implementation of the european higher education area in a school of medicine. [Reflexiones sobre la implantacion del "espacio europeo" en una facultad de medicina] Anales De La Real Academia Nacional De Medicina, 127(1), 89-98.

Peeters, M. J., Sahloff, E. G. y Stone, G. E. (2010). A standardized rubric to evaluate student presentations. American Journal of Pharmaceutical Education, 74(9), 171.

Prat, J., Carreras, J., Branda, L., Miralles, R., Fenoll, M., Rodríguez, S. y Grifoll, J. (2004). Competències professionals bàsiques comunes dels llicenciats en medicina formats a les universitats de catalunya Barcelona: Agència per a la Qualitat del Sistema Universitari de Catalunya. http://www.aqu.cat/doc/doc_73693838_1.pdf .

Real decreto 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales. BOE, Martes 30 de Octubre de 2007. Disponible en http://www.boe.es/boe/dias/2007/10/30/pdfs/A44037-44048.pdf.

Real decreto 99/2011, de 28 de enero, por el que se regulan las enseñanzas oficiales de doctorado. BOE, Jueves 10 de Febrero de 2011. Disponible en http://www.boe.es/boe/dias/2011/02/10/pdfs/BOE-A-2011-2541.pdf.

Ross, M., Nikolić, N., Peeraer, G., Murt, A., Kroiča, J., Elcin, M., Cum-ming, A. (2014). Report of the MEDINE2 bachelor of medicine (bologna first cycle) tuning project. Medical Teacher, 36(4), 314-21.

Saz Pérez, J. (2013). Bolonia: Una oportunidad perdida. la heterogeneidad de los estudios de medicina en españa. Revista Clínica Española, 213(9), 440-1.

Smith, E. V. y Smith, R. M. (2004). Introduction to rasch measurement: Theory, models and applications. Maple Grove, Minn.: JAM Press.

Till, H., Myford, C. y Dowell, J. (2013). Improving student selection using multiple mini-interviews with multifaceted rasch modeling. Academic Medicine, 88(2), 216-223.

Valderrama Vallés, E., Prades Nebot, A. y Rodríguez Espinar, S. (2009). Guia per a l'avaluació de competències als treballs de final de grau i de màster a les enginyeries. Barcelona: Agència per a la Qualitat del Sistema Universitari de Catalunya. Disponible en: http://www.aqu.cat/doc/doc_21214293_1.pdf

Van Den Akker, M., Dornan, T., Scherpbier, A., Oude Egbrink, M. G. y Snoeckx, L. H. (2012). Easing the transition: The final year of medical education at Maastricht university. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 106(2), 92-97. doi:10.1016/j.zefq.2012.02.013 [doi]

Wolfe, E. W.y Smith, E. V.,Jr. (2007). Instrument development tools and activities for measure validation using rasch models: Part I - instrument development tools. Journal of Applied Measurement, 8(1), 97-123.




DOI: http://dx.doi.org/10.6018/analesps.32.2.212261

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Servicio de Publicaciones de la Universidad de Murcia

Open AccessSello de Calidad FECyT 2013Thomson-Reuters-JCRScielo-Españadoajscimago