Table 5 - uploaded by Julio Urrutia
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Source publication
Background:
The Chilean National Examination of Orthopaedic Surgery (EMNOT) has been administered since 2009. It was developed to determine whether individual residents are meeting minimal knowledge standards at the end of their training programs.
Methods:
We performed a retrospective evaluation of the EMNOT for all years it has been administere...
Context in source publication
Context 1
... study shows that despite a decrease in the num- ber of knowledge questions (Type 1) and an increase in the number of evaluation/decision-making questions (Type 3), the proportion of correct answers did not change during the administration period of the test (Table 5). Therefore, the variation in the taxonomy of questions did not affect the performance of the exam- inees; similar results have been described in other stud- ies evaluating orthopaedic tests [1]. ...
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Citations
... Given its formative role, it was established as a voluntary examination and lacked a certifying role for Chilean graduates. 1 In 2014, the Chilean government implemented a plan to boost the number of graduates from all medical specialties to meet the ever-increasing demands for specialists in public health services. 8 This push for more specialists increased the number of orthopaedic surgeons graduating yearly. ...
... 15,16 Many countries use these tests at the end of the orthopaedics residency to assess residents and training programs. 1 expansion of both program variety and the range of offerings within each program is notable, encompassing private university programs as well. This growth could be related to the pressure exerted by the Ministry of Health on universities to train an increasing number of specialists to meet the high public service demand. ...
Introduction
The National Orthopaedics Examination (EMNOT) was initially designed for Chilean orthopaedic program graduates and is now a crucial component of the revalidation process for international orthopaedic surgeons seeking practice in Chile. This study aims to describe participation and performance of EMNOT examinees based on their origin and to analyze the difficulty and discrimination indexes during its first 11 years of implementation.
Methods
A retrospective assessment was conducted on all EMNOT results from 2009 to 2019. The study evaluated the participation and performance of examinees according to their origin and examined the difficulty and discrimination indexes of the examination.
Results
A total of 975 examinees were evaluated, with 41.23% from national resident programs (National Medical Graduates) and 58.77% from international examinees (International Medical Graduates). The number of participating universities increased from 4 in 2009 to 17 in 2019. National Medical Graduates examinees achieved a mean score of 66.52 ± 8.67 (0 to 100 points) while International Medical Graduates examinees scored 55.13 ± 11.42 ( P < 0.001). The difficulty and discrimination indexes remained adequate throughout this period.
Discussion
Over the course of 11 years, the number of EMNOT examinees exhibited notable growth. The examination effectively differentiates between candidates based on their origin and maintains appropriate levels of difficulty and discrimination.
... The higher the coefficient, the easier the question, and vice versa, the coefficient closer to zero, means more difficult question. A question would be considered difficult if P25%;questions with the P value between 26-75% would weigh up as medium difficult; if values between 76-95%, questions considered medium-low difficult; and it would be easy in the case of P>95% [10]. In general, the difficulty coefficient of 30% to 50% gives the maximum amount of information about the differences between students [3]. ...
Background and Aim: The aim of this study was to evaluate the structural integrity
of multiple-choice questions according to the Millman checklist, and to assess thedistinguishing power of these questions between weak and strong students in
theoretical courses of Periodontics in an academic year (2014-15) in Dental Branch of Tehran Islamic Azad University.
Materials and Methods: A total of 262 students comprising periodontics module 1, 2 and 3 in two semesters responded to 240 multiple-choice questions and results from the two consecutive semesters were compared with each other. ANOVA was used to analyse data. P
