Base de dados : MEDLINE
Pesquisa : I02.399 [Categoria DeCS]
Referências encontradas : 33274 [refinar]
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[PMID]:29506509
[Au] Autor:Zhang Z; Zhou M; Liu K; Zhu B; Liu H; Sun X; Xu X
[Ad] Endereço:Shanghai Key Laboratory of Ocular Fundus Diseases, Shanghai, China.
[Ti] Título:Development of a new valid and reliable microsurgical skill assessment scale for ophthalmology residents.
[So] Source:BMC Ophthalmol;18(1):68, 2018 Mar 05.
[Is] ISSN:1471-2415
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: More and more concerns have been arisen about the ability of new medical graduates to meet the demands of today's practice environment. In this study, we wanted to develop a valid, reliable and standardized assessment tool for evaluating the basic microsurgical skills of residents in a microsurgery laboratory, to get them well prepared before entering the surgical realm of ophthalmology. METHODS: Twenty-three experts who have teaching experience reviewed the assessment scale. Constructive comments were incorporated to ensure face and content validity. Twenty-one attendings from different specialties then graded eight corneal rupture suturing videos with the scale to investigate interrater reliability. Fourteen of them graded the same videos 3 months later to investigate intrarater reliability (repeatability). RESULTS: A total of 280 assessment scales were completed. All the ICC values of interrater reliability were greater than 0.8 with 75% data greater than 0.9 (range 0.860-0.976). All the ICC values of intrarater reliability (repeatability) were also greater than 0.8 with 63% data greater than 0.9 (range 0.833-0.954). CONCLUSIONS: The assessment scale we developed is valid and reliable. This tool could be useful to ensure that junior residents achieve a certain level of microsurgical technique in a laboratory environment before training in the operation room. Hopefully, this tool will provide a structured template for other residency programs to assess their residents for basic microsurgical skills.
[Mh] Termos MeSH primário: Competência Clínica/normas
Avaliação Educacional/métodos
Internato e Residência
Microcirurgia/educação
Procedimentos Cirúrgicos Oftalmológicos/educação
Oftalmologia/educação
Técnicas de Sutura/educação
[Mh] Termos MeSH secundário: Lesões da Córnea/cirurgia
Seres Humanos
Reprodutibilidade dos Testes
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE; VALIDATION STUDIES
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180311
[Lr] Data última revisão:
180311
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180307
[St] Status:MEDLINE
[do] DOI:10.1186/s12886-018-0736-z


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[PMID]:29496810
[Au] Autor:Shumway BS; Bernstein ML; Qian C; Kulkarni MY; Rai SN
[Ad] Endereço:Dr. Shumway is Associate Professor of Oral and Maxillofacial Pathology, Department of Surgical and Hospital Dentistry, University of Louisville School of Dentistry; Dr. Bernstein is Professor of Oral and Maxillofacial Pathology, Department of Surgical and Hospital Dentistry, University of Louisville
[Ti] Título:Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students' Oral Pathology Performance.
[So] Source:J Dent Educ;82(3):306-312, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Decreased lecture attendance in undergraduate and health science professions education has been noted throughout the world. The limited study of the effect of lecture attendance on dental students' performance has yielded mixed results, with some studies finding a positive effect and others reporting no association. The aim of this study was to evaluate the effect of lecture attendance on dental students' final grades in an oral pathology course at one U.S. dental school. Due to a curriculum change, second- and third-year students (N=233) were concurrently enrolled in the spring 2016 oral pathology (OP) course. Students' course grades were compared to attendance percentage (Att), grades in prerequisite basic science (PBS) courses, and Academic Average and Total Science (TS) scores on the Dental Admission Test. The results showed that both Att (p=0.011) and TS score (p<0.001) were significant predictors of OP grade, while race, gender, and age were not. Students' grades in OP were moderately to strongly correlated with their grades in all PBS courses (p<0.001). These results suggest that lecture attendance in OP should be encouraged but viewed in light of the finding that it was not as strongly correlated as PBS course performance and was a weaker predictor than TS score. Students with lower TS scores and PBS course grades should be encouraged to use additional supports such as tutoring to improve their performance in OP.
[Mh] Termos MeSH primário: Escolaridade
Patologia Bucal/educação
Estudantes de Odontologia/estatística & dados numéricos
[Mh] Termos MeSH secundário: Teste de Admissão Acadêmica
Currículo
Avaliação Educacional
Feminino
Seres Humanos
Masculino
Patologia Bucal/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.031


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[PMID]:29496807
[Au] Autor:Reinke RE; Enright T; Love R; Patel SA; Ali AO; Horvath Z
[Ad] Endereço:Dr. Reinke is Associate Professor, School of Dental Medicine, University of Nevada, Las Vegas; Ms. Enright is Director, Bachelor of Health Science in Dental Hygiene, Allen College; Dr. Love is Assistant Professor of Dental Medicine, College of Dental Medicine, Roseman University of Health Sciences;
[Ti] Título:Methods and Purposes for Conducting Students' Course Evaluations Reported by North American Dental School and Dental Hygiene Program Leaders: A Preliminary Survey Study.
[So] Source:J Dent Educ;82(3):286-290, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this preliminary survey study was to determine the perceptions of leaders of dental schools and dental hygiene programs regarding methods of and purposes for conducting students' course evaluations and their role in course improvement, curriculum design, and faculty assessment. A short electronic survey was distributed in 2016 to the academic deans of all 76 dental schools in the U.S. and Canada and a convenience sample of program directors of 232 of the total 332 accredited dental hygiene programs. Individuals from 93 institutions responded for an overall response rate of 30%: 30 of 76 dental schools (39.5% response rate) and 63 of the 232 dental hygiene programs (27% response rate). All of the respondents (100%) reported that their institutions' full-time faculty members were assessed by students in course evaluations for each course and semester they taught. However, only 78% reported that their part-time faculty members were evaluated by students. Course evaluations were mandatory in 62% (n=58) of the responding institutions, with the remaining 38% (n=35) optional. Respondents indicated course directors received the evaluation results for purposes of annual review (n=73, 78%) and instructional review (n=70, 75%). Further investigation of the use and effects of student evaluations is needed to better understand their role in faculty assessment and other aspects of the administration of dental schools and dental hygiene programs.
[Mh] Termos MeSH primário: Currículo/normas
Higiene Bucal/educação
Faculdades de Odontologia/organização & administração
[Mh] Termos MeSH secundário: Canadá
Educação em Odontologia/organização & administração
Educação em Odontologia/normas
Avaliação Educacional/métodos
Seres Humanos
Faculdades de Odontologia/normas
Inquéritos e Questionários
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.027


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[PMID]:29496806
[Au] Autor:Ria S; Cox MJ; Quinn BF; San Diego JP; Bakir A; Woolford MJ
[Ad] Endereço:Dr. Ria is a clinician, Oral and Maxillofacial Department, Northwick Park Hospital, London; Dr. Cox is Emerita Professor of Information Technology in Education, Dental Institute and School of Education and Communication Studies, King's College London; Dr. Quinn is Senior Specialist Clinical Teacher,
[Ti] Título:A Scoring System for Assessing Learning Progression of Dental Students' Clinical Skills Using Haptic Virtual Workstations.
[So] Source:J Dent Educ;82(3):277-285, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to develop and test a scoring system to assess the learning progression of novice dental students using haptic virtual workstations. For the study, 101 first-year dental students at a UK dental school conducted one practice task (task 1) and four simulated cavity removal tasks (tasks 2-5) of increasing difficulty over two laboratory sessions in 2015. Performance data on the students' attempts were recorded as haptic technology-enhanced learning (hapTEL) log-files showing the percentage of caries, healthy tissue, and pulp removed. On-screen results were photographed and submitted by the students to the tutors. A scoring system named the Accuracy of Caries Excavation (ACE) score was devised to score these results and achieve an even distribution of scores and a calculated combined score. A total of 127 individual logged attempts by 80% of the students over sessions 1 and 2 were recorded and submitted to the tutors. The mean ACE scores for both sessions for tasks 2 through 5 were 9.2, 11.6, 6.4, and 4.9, respectively; for Session 2 (tasks 3-5), scores were 12.4, 6.7, and 5.0, respectively (p<0.001). The average performance on task 3, which was attempted in similar numbers during both sessions, improved from the first to the second session (8.14 vs. 12.38; p=0.009). Using the HapTEL system in a first-year BDS curriculum improved the students' performance of simulated cavity preparation after practicing over two sessions. Use of the ACE scoring system enabled tutors to make consistent assessments across a large student cohort and provided an objective method of formative assessment.
[Mh] Termos MeSH primário: Competência Clínica
Avaliação Educacional/métodos
Estudantes de Odontologia
[Mh] Termos MeSH secundário: Competência Clínica/normas
Preparo da Cavidade Dentária/normas
Educação em Odontologia/normas
Seres Humanos
Interface Usuário-Computador
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.028


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[PMID]:29496804
[Au] Autor:Watkins RT; Conn LJ; Gellin RG; Gonzales TS; Hamil LM; Cayouette MJ; Schmidt MG
[Ad] Endereço:Dr. Watkins is Assistant Dean for Dental Education and Informatics, East Carolina University School of Dental Medicine; Dr. Conn is Associate Professor and Chair, Department of General Dentistry, East Carolina University School of Dental Medicine; Dr. Gellin is Professor and Chair, Department of Sto
[Ti] Título:Analyzing Dental Students' Clinic Production Using Time-Based Relative Value Units: Ten-Year Cross-Cohort Mapping.
[So] Source:J Dent Educ;82(3):260-268, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The analysis of dental students' clinical production/participation has been used to assess whether a prospective graduate is capable of unsupervised and independent practice (that is, competent to perform that practice). This method and others have inherent biases that may not accurately reflect whether the student has mastered the associated concepts and techniques required for dentistry. The aim of this study was to assess an informatics system that assigned curriculum meta-tags with time-based relative educational value units (ReVUs) to each clinical procedure performed by Medical University of South Carolina (MUSC) students. The system has been used since 1998, but for this study the complete data sets for the MUSC graduating classes of 2007 through 2016 were mapped using microcompetency codes for the dental procedures. In total, 421,494 procedures were formatted and analyzed using software developed to aggregate disparate data sets from clinical activities into a common format for evaluation. The results showed that the ten classes (cohorts) were very consistent with cohort high ReVUs averaging 7,317.1 points, cohort mean ReVUs being 5,180.2 points, and cohort low ReVUs averaging 3,381 points. A detailed analysis of student effort by dental subspecialty found that preventive activities represented 13.4%, patient assessment 32.6%, periodontology 2.8%, restorative dentistry 16.3%, prosthodontics 21.9%, endodontics 6.7%, and oral surgery 5.7% of the total points in the clinical part of the curriculum. In this system, point thresholds can be easily generated to monitor students' progress towards competence for each defined competency and thus assess their progress towards acquiring the skills required for unsupervised, independent practice.
[Mh] Termos MeSH primário: Estudantes de Odontologia/estatística & dados numéricos
[Mh] Termos MeSH secundário: Competência Clínica/normas
Competência Clínica/estatística & dados numéricos
Estudos de Coortes
Currículo/estatística & dados numéricos
Assistência Odontológica/normas
Assistência Odontológica/estatística & dados numéricos
Avaliação Educacional/métodos
Seres Humanos
Fatores de Tempo
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.025


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[PMID]:29496802
[Au] Autor:Chu TG; Makhoul NM; Silva DR; Gonzales TS; Letra A; Mays KA
[Ad] Endereço:Dr. Chu is Associate Dean for Research and Professor of Biomedical and Applied Sciences, School of Dentistry, Indiana University; Dr. Makhoul is Assistant Professor, Faculty of Dentistry, McGill University; Dr. Silva is Chair, Section of Pediatric Dentistry, School of Dentistry, University of Califo
[Ti] Título:Should Live Patient Licensing Examinations in Dentistry Be Discontinued? Two Viewpoints: Viewpoint 1: Alternative Assessment Models Are Not Yet Viable Replacements for Live Patients in Clinical Licensure Exams and Viewpoint 2: Ethical and Patient Care Concerns About Live Patient Exams Require Full Acceptance of Justifiable Alternatives.
[So] Source:J Dent Educ;82(3):246-251, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This Point/Counterpoint article addresses a long-standing but still-unresolved debate on the advantages and disadvantages of using live patients in dental licensure exams. Two contrasting viewpoints are presented. Viewpoint 1 supports the traditional use of live patients, arguing that other assessment models have not yet been demonstrated to be viable alternatives to the actual treatment of patients in the clinical licensure process. This viewpoint also contends that the use of live patients and inherent variances in live patient treatment represent the realities of daily private practice. Viewpoint 2 argues that the use of live patients in licensure exams needs to be discontinued considering those exams' ethical dilemmas of exposing patients to potential harm, as well as their lack of reliability and validity and limited scope. According to this viewpoint, the current presence of viable alternatives means that the risk of harm inherent in live patient exams can finally be eliminated and those exams replaced with other means to confirm that candidates are qualified for licensure to practice.
[Mh] Termos MeSH primário: Licenciamento em Odontologia/ética
[Mh] Termos MeSH secundário: Simulação por Computador
Assistência Odontológica/ética
Assistência Odontológica/métodos
Assistência Odontológica/normas
Avaliação Educacional/métodos
Seres Humanos
Licenciamento em Odontologia/normas
Segurança do Paciente
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.023


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[PMID]:29496801
[Au] Autor:Sabato E; Owens J; Mauro AM; Findley P; Lamba S; Fenesy K
[Ad] Endereço:Dr. Sabato is Assistant Dean for Academic Affairs and Instructor, Rutgers School of Dental Medicine; Dr. Owens is Predoctoral Director, Department of Periodontics and Assistant Professor, Louisiana State University School of Dentistry; Dr. Mauro is Assistant Dean for Educational Research and Innovat
[Ti] Título:Integrating Social Determinants of Health into Dental Curricula: An Interprofessional Approach.
[So] Source:J Dent Educ;82(3):237-245, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Approaching patient care from a holistic perspective, incorporating not only the patient's medical and dental history but also psychosocial history, improves patient outcomes. Practitioners should be trained to provide this style of care through inclusive education, including training working on interprofessional teams. A component of this education must incorporate social determinants of health into the treatment plan. Social determinants of health include income, race/ethnicity, education level, work opportunities, living conditions, and access to health care. Education regarding social determinants of health should be woven throughout dental curricula, including hands-on application opportunities. This education must extend to patient care situations rather than be limited to didactic settings. This article explains the need to incorporate social determinants of health into dental education and illustrates how social determinants education is being addressed in two U.S. dental schools' curricula, including how to weave social determinants of health into interprofessional education. These descriptions may serve as a model for curricular innovation and faculty development across the dental education community.
[Mh] Termos MeSH primário: Educação em Odontologia
Relações Interprofissionais
Determinantes Sociais da Saúde
[Mh] Termos MeSH secundário: Currículo
Assistência Odontológica/métodos
Avaliação Educacional
Seres Humanos
Fatores Socioeconômicos
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.022


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[PMID]:29252212
[Au] Autor:Khairani AZ; Ahmad NS; Khairani MZ
[Ad] Endereço:Ahmad Zamri Khairani, School of Educational Studies, 11800 Universiti Sains Malaysia, Penang, Malaysia, Ahmadzamri@usm.my.
[Ti] Título:Measuring Anger Types among Malaysian Adolescents using the Rasch Model.
[So] Source:J Appl Meas;18(4):449-458, 2017.
[Is] ISSN:1529-7713
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Adolescences is an important transitional phase in human development where they experience physiological as well as psychological changes. Nevertheless, these changes are often understood by teachers, parents, and even the adolescents themselves. Thus, conflicts exist and adolescents are affected from the conflict physically and emotionally. An important state of emotions that result from this conflict is anger. This article describes the development and validation of the 34-item Adolescent Anger Inventory (AAI) to measure types of anger among Malaysian adolescents. A sample of 2,834 adolescents in secondary school who provide responses that were analyzed using Rasch model measurement framework. The 4 response category worked satisfactorily for the scale developed. A total of 11 items did not fit to the model's expectations, and thus dropped from the final scale. The scale also demonstrated satisfactory reliability and separation evidence. Also, items in the AAI depicted no evidence of DIF between 14- and 16-year-old adolescents. Nevertheless, the AAI did not have sufficient items to target adolescents with a high level of physical aggressive anger.
[Mh] Termos MeSH primário: Ira
Interpretação Estatística de Dados
Avaliação Educacional/métodos
Modelos Estatísticos
Psicometria/métodos
Inquéritos e Questionários
[Mh] Termos MeSH secundário: Adolescente
Algoritmos
Simulação por Computador
Seres Humanos
Malásia/epidemiologia
Masculino
Prevalência
Reprodutibilidade dos Testes
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171219
[St] Status:MEDLINE


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[PMID]:29252211
[Au] Autor:Slantcheva-Durst S; Liu M
[Ad] Endereço:Snejana Slantcheva-Durst, Judith Herb College of Education, University of Toledo, 2801 W. Bancroft St., M.S. 954, Toledo, Ohio 43606-3390, USA, snejana.slantchevadurst@utoledo.edu.
[Ti] Título:Confidence to Perform in the Global Marketplace: Constructing and Validating a Survey Instrument for Community College Students.
[So] Source:J Appl Meas;18(4):434-448, 2017.
[Is] ISSN:1529-7713
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This article discusses the construction and validation of an instrument to gauge community college students' confidence to perform in the global marketplace. The instrument was designed to capture students' beliefs in their own abilities to successfully carry out job-related tasks in cross-cultural work environments that are globally-interconnected and constantly at flux. The instrument items emerged from a comprehensive review of literature, nationwide workforce skills initiatives, rounds of expert panel analyses, and focus groups. Items were formulated within Bandura's framework of self-efficacy, and the instrument was analyzed with Rasch measurement. The Rasch analysis, conducted on a sample of 741 students, provided evidence of the content validity of the items, the generalizability of the measure, and its external validity. The instrument can offer useful feedback to community college internationalization-focused staff in their efforts to assess outcomes of international initiatives for community college students, thus supporting program assessment, evaluation of student growth, and institutional decision-making.
[Mh] Termos MeSH primário: Modelos Estatísticos
Autoeficácia
Estudantes/estatística & dados numéricos
Inquéritos e Questionários
Universidades/estatística & dados numéricos
[Mh] Termos MeSH secundário: Avaliação Educacional/estatística & dados numéricos
Feminino
Seres Humanos
Masculino
Estados Unidos
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171219
[St] Status:MEDLINE


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[PMID]:29252208
[Au] Autor:Kulas JT; Smith JA; Xu H
[Ad] Endereço:John T. Kulas, 1046 Voyageur St., St. Cloud, MN 56303, USA, jtkulas@stcloudstate.edu.
[Ti] Título:Approximate Functional Relationship between IRT and CTT Item Discrimination Indices: A Simulation, Validation, and Practical Extension of Lord's (1980) Formula.
[So] Source:J Appl Meas;18(4):393-407, 2017.
[Is] ISSN:1529-7713
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Lord (1980) presented a purely conceptual equation to approximate the nonlinear functional relationship between classical test theory (CTT; aka true score theory) and item response theory (IRT) item discrimination indices. The current project proposes a modification to his equation that makes it useful in practice. The suggested modification acknowledges the more common contemporary CTT discrimination index of a corrected item-total correlation and incorporates item difficulty. We simulated slightly over 768 trillion individual item responses to uncover a best-fitting empirical function relating the IRT and CTT discrimination indices. To evaluate the effectiveness of the function, we applied it to real-world test data from 16 workforce and educational tests. Our modification results in shifted functional asymptotes, slopes, and points of inflection across item difficulties. Validation with the workforce and educational tests suggests good prediction under common assumption testing conditions (approximately normal distribution of abilities and moderate item difficulties) and greater precision than Lord's (1980) formula.
[Mh] Termos MeSH primário: Algoritmos
Interpretação Estatística de Dados
Avaliação Educacional/métodos
Modelos Estatísticos
Psicometria/métodos
Inquéritos e Questionários
[Mh] Termos MeSH secundário: Avaliação Educacional/estatística & dados numéricos
Feminino
Seres Humanos
Masculino
Meia-Idade
Reprodutibilidade dos Testes
Sensibilidade e Especificidade
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171219
[St] Status:MEDLINE



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