Using Rasch measurement to score, evaluate, and improve examinations in an anatomy course

Understanding the Attachment Dimension of Human-animal Bond within A Homeless Population: A One-Health Initiative in the Student Health Outreach for Wellness (SHOW) Clinic

In response to a gap in veterinary care for low-income, under-served populations, the Student Health Outreach for Wellness (SHOW) Clinic in Phoenix, AZ took a One-Health initiative to establish a pilot veterinary care program to serve the veterinary needs of the local homeless pet owners receiving human medical care at the clinic. The study examines the pilot program through the lens of the human-animal bond (HAB) and focuses specifically on the attachment dimension of the bond as measured by the Lexington Attachment to Pets Scale (LAPS). Data was collected from the homeless pet owners, and Rasch modeling was used to investigate the importance of various factors of the owner attachment to pet as described in LAPS items. The results demonstrate the perceptions of the homeless pet owners of ownership. The findings also provide psychometric evidence for revising the LAPS to better serve future research on human-animal relationships. Limitations and possible extensions of the research as related to the HAB and owner attachment to pets are discussed and enhancements proposed for the pilot program to better serve the local homeless people.

Using generalizability analysis to estimate parameters for anatomy assessments: A multi-institutional study

With integrated curricula and multidisciplinary assessments becoming more prevalent in medical education, there is a continued need for educational research to explore the advantages, consequences, and challenges of integration practices. This retrospective analysis investigated the number of items needed to reliably assess anatomical knowledge in the context of gross anatomy and histology. A generalizability analysis was conducted on gross anatomy and histology written and practical examination items that were administered in a discipline-based format at Indiana University School of Medicine and in an integrated fashion at the University of Alabama School of Medicine and Rush University Medical College. Examination items were analyzed using a partially nested design s×(i:o) in which items were nested within occasions (i:o) and crossed with students (s). A reliability standard of 0.80 was used to determine the minimum number of items needed across examinations (occasions) to make reliable and informed decisions about students' competence in anatomical knowledge. Decision study plots are presented to demonstrate how the number of items per examination influences the reliability of each administered assessment. Using the example of a curriculum that assesses gross anatomy knowledge over five summative written and practical examinations, the results of the decision study estimated that 30 and 25 items would be needed on each written and practical examination to reach a reliability of 0.80, respectively. This study is particularly relevant to educators who may question whether the amount of anatomy content assessed in multidisciplinary evaluations is sufficient for making judgments about the anatomical aptitude of students. Anat Sci Educ 10: 109-119. © 2016 American Association of Anatomists.

The effect of images on item statistics in multiple choice anatomy examinations

Although multiple choice examinations are often used to test anatomical knowledge, these often forgo the use of images in favor of text-based questions and answers. Because anatomy is reliant on visual resources, examinations using images should be used when appropriate. This study was a retrospective analysis of examination items that were text based compared to the same questions when a reference image was included with the question stem. Item difficulty and discrimination were analyzed for 15 multiple choice items given across two different examinations in two sections of an undergraduate anatomy course. Results showed that there were some differences item difficulty but these were not consistent to either text items or items with reference images. Differences in difficulty were mainly attributable to one group of students performing better overall on the examinations. There were no significant differences for item discrimination for any of the analyzed items. This implies that reference images do not significantly alter the item statistics, however this does not indicate if these images were helpful to the students when answering the questions. Care should be taken by question writers to analyze item statistics when making changes to multiple choice questions, including ones that are included for the perceived benefit of the students. Anat Sci Educ 10: 68-78. © 2016 American Association of Anatomists.

Revision and Psychometric Testing of the Safe Administration of Medications Scale

BACKGROUND AND PURPOSE

This study describes revision and psychometric testing of the Safe Administration of Medications-Revised (SAM-R) scale.

METHODS

The SAM-R scale was revised and tested to assess Bachelor of Science in Nursing (BSN) students' readiness to safely deliver medications through simulated case studies and associated vignettes. Subjects were junior- and senior-level BSN students (N = 227) from a large Midwestern university. Both classical testing and item response theory (IRT) were used to analyze item and group results.

RESULTS

Face, content, and construct validity were assessed. Internal consistency reliability of the scale was .736. IRT provided item-level information, using a one-parameter logistic model, but the sample size was inadequate for testing more complex models.

CONCLUSION

Evidence was obtained for reliability, face, content, and construct validity. Further revisions, and a larger sample size, are warranted.

Does Mathematical Precision Ensure Valid Grades? What Every Veterinary Medical Educator Should Know

Veterinary medical educators use a variety of methods for calculating student grades. Most educators assume grades will be valid as long as the mathematical calculations underpinning each grading method are correct. The purpose of this "teaching tip" is to demonstrate and discuss how mathematical precision does not necessarily equate to truthful scores that accurately reflect what students know or can do. We contend that this topic is of considerable importance to all veterinary educators who assign grades, and to academic deans who make decisions about grading policies.