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Multiple tutorial-based assessments: a generalizability study.

Publication Type:

Journal Article


BMC Med Educ, Volume 14, p.30 (2014)


Educational Measurement, Problem-Based Learning, Reproducibility of Results


<p><b>BACKGROUND: </b>Tutorial-based assessment commonly used in problem-based learning (PBL) is thought to provide information about students which is different from that gathered with traditional assessment strategies such as multiple-choice questions or short-answer questions. Although multiple-observations within units in an undergraduate medical education curriculum foster more reliable scores, that evaluation design is not always practically feasible. Thus, this study investigated the overall reliability of a tutorial-based program of assessment, namely the Tutotest-Lite.</p><p><b>METHODS: </b>More specifically, scores from multiple units were used to profile clinical domains for the first two years of a system-based PBL curriculum.</p><p><b>RESULTS: </b>G-Study analysis revealed an acceptable level of generalizability, with g-coefficients of 0.84 and 0.83 for Years 1 and 2, respectively. Interestingly, D-Studies suggested that as few as five observations over one year would yield sufficiently reliable scores.</p><p><b>CONCLUSIONS: </b>Overall, the results from this study support the use of the Tutotest-Lite to judge clinical domains over different PBL units.</p>

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