Comparison of Analytic Indices of In-person vs. Online Exams in an Iranian Medical University in the Academic Year 2020
Background: Currently, many medical universities in Iran use e-learning programs to educate and evaluate students. This teaching and assessment method is highly significant during the coronavirus epidemic. Objectives: The present study was conducted to compare the analytic indices of in-person vs. o...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Kerman University of Medical Sciences
2020-09-01
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| Series: | Strides in Development of Medical Education |
| Subjects: | |
| Online Access: | http://sdme.kmu.ac.ir/article_91451_3ad4538d9d533b1c952cb8113a70a22d.pdf |
| _version_ | 1819173707792252928 |
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| author | Reza Malek Pourafshar Reza Shojaeipour Payam Khazaeli Azam Bazrafshan Amin Beigzadeh Mahmoud Reza Dehghani |
| author_facet | Reza Malek Pourafshar Reza Shojaeipour Payam Khazaeli Azam Bazrafshan Amin Beigzadeh Mahmoud Reza Dehghani |
| author_sort | Reza Malek Pourafshar |
| collection | DOAJ |
| description | Background: Currently, many medical universities in Iran use e-learning programs to educate and evaluate students. This teaching and assessment method is highly significant during the coronavirus epidemic. Objectives: The present study was conducted to compare the analytic indices of in-person vs. online exams at the Kerman University of Medical Sciences, (KUMS), Iran. Method: This descriptive-analytical cross-sectional study was conducted in 2020. The study samples included all exams given at the KMUS and midterm exam scores obtained from in-person and online courses in the first and second semesters in the academic year 2019-2020. The exams were selected based on courses, and the same courses were offered both in-person and online; thus, only one group was studied. Course exam indicators, including difficulty and discriminative index, were examined. Data analyzed using SPSS software version 22. Results: The mean of the difficulty index related to in-person and online exams were (0.62 ± 0.1) and (0.68 ± 0.1), respectively. (P=0.01). The mean of the discriminative index related to in-person (0.30± 0.07) and online (0.33± 0.08) exams had no statistically significant difference (P˃0.05). The frequency of easy questions in online exams was significantly higher, (55% vs. 43%) (p = 0.008). The frequency of questions with an appropriate discriminative index was significantly higher for in-person exams compared to online exams (58% vs. 54%) (p = 0.01). Conclusion: The difficulty index was acceptable and appropriate for both in-person and online exams. Both exams had appropriate quality according to the discriminative index .Therefore, it seems that e-learning programs and assessments can be a good alternative to in-person teaching in emergencies. |
| first_indexed | 2024-12-22T20:27:22Z |
| format | Article |
| id | doaj.art-f72afb83f57140528f7e52eea0b0208b |
| institution | Directory Open Access Journal |
| issn | 2645-3452 2645-3452 |
| language | English |
| last_indexed | 2024-12-22T20:27:22Z |
| publishDate | 2020-09-01 |
| publisher | Kerman University of Medical Sciences |
| record_format | Article |
| series | Strides in Development of Medical Education |
| spelling | doaj.art-f72afb83f57140528f7e52eea0b0208b2022-12-21T18:13:42ZengKerman University of Medical SciencesStrides in Development of Medical Education2645-34522645-34522020-09-0117Supplement10.22062/sdme.2020.9145191451Comparison of Analytic Indices of In-person vs. Online Exams in an Iranian Medical University in the Academic Year 2020Reza Malek Pourafshar0Reza Shojaeipour1Payam Khazaeli2Azam Bazrafshan3Amin Beigzadeh4Mahmoud Reza Dehghani5Professor of Pathology, Medical Education Leadership and Management Research Center, Kerman University of Medical Sciences, Kerman, IranPhD Candidate, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, IranProfessor of Pharmaceutics, Department of Pharmaceutics, School of Pharmacy, Pharmaceutical Research Center, Kerman University of Medical Sciences, Kerman, IranMaster of Library Science, Neuroscience Research Center, Neuropharmacology Research Institute, Kerman University of Medical Sciences, Kerman, IranPhD in Medical Education, Assistant Professor, Medical Education Leadership and Management Research Center, Kerman University of Medical Sciences, Kerman, IranGeneral Practitioner, Master of Medical Education, Instructor, Medical Education Leadership and Management Research Center, Kerman University of Medical Sciences, Kerman, IranBackground: Currently, many medical universities in Iran use e-learning programs to educate and evaluate students. This teaching and assessment method is highly significant during the coronavirus epidemic. Objectives: The present study was conducted to compare the analytic indices of in-person vs. online exams at the Kerman University of Medical Sciences, (KUMS), Iran. Method: This descriptive-analytical cross-sectional study was conducted in 2020. The study samples included all exams given at the KMUS and midterm exam scores obtained from in-person and online courses in the first and second semesters in the academic year 2019-2020. The exams were selected based on courses, and the same courses were offered both in-person and online; thus, only one group was studied. Course exam indicators, including difficulty and discriminative index, were examined. Data analyzed using SPSS software version 22. Results: The mean of the difficulty index related to in-person and online exams were (0.62 ± 0.1) and (0.68 ± 0.1), respectively. (P=0.01). The mean of the discriminative index related to in-person (0.30± 0.07) and online (0.33± 0.08) exams had no statistically significant difference (P˃0.05). The frequency of easy questions in online exams was significantly higher, (55% vs. 43%) (p = 0.008). The frequency of questions with an appropriate discriminative index was significantly higher for in-person exams compared to online exams (58% vs. 54%) (p = 0.01). Conclusion: The difficulty index was acceptable and appropriate for both in-person and online exams. Both exams had appropriate quality according to the discriminative index .Therefore, it seems that e-learning programs and assessments can be a good alternative to in-person teaching in emergencies.http://sdme.kmu.ac.ir/article_91451_3ad4538d9d533b1c952cb8113a70a22d.pdfonline educationstudent evaluationcoronavirusonline examdifficulty indexdiscriminative index |
| spellingShingle | Reza Malek Pourafshar Reza Shojaeipour Payam Khazaeli Azam Bazrafshan Amin Beigzadeh Mahmoud Reza Dehghani Comparison of Analytic Indices of In-person vs. Online Exams in an Iranian Medical University in the Academic Year 2020 Strides in Development of Medical Education online education student evaluation coronavirus online exam difficulty index discriminative index |
| title | Comparison of Analytic Indices of In-person vs. Online Exams in an Iranian Medical University in the Academic Year 2020 |
| title_full | Comparison of Analytic Indices of In-person vs. Online Exams in an Iranian Medical University in the Academic Year 2020 |
| title_fullStr | Comparison of Analytic Indices of In-person vs. Online Exams in an Iranian Medical University in the Academic Year 2020 |
| title_full_unstemmed | Comparison of Analytic Indices of In-person vs. Online Exams in an Iranian Medical University in the Academic Year 2020 |
| title_short | Comparison of Analytic Indices of In-person vs. Online Exams in an Iranian Medical University in the Academic Year 2020 |
| title_sort | comparison of analytic indices of in person vs online exams in an iranian medical university in the academic year 2020 |
| topic | online education student evaluation coronavirus online exam difficulty index discriminative index |
| url | http://sdme.kmu.ac.ir/article_91451_3ad4538d9d533b1c952cb8113a70a22d.pdf |
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