ERIC Number: ED442827
Record Type: RIE
Publication Date: 2000-Apr
Curriculum Type as a Differentiating Factor in Medical Licensing Examinations.
This study assessed the effects of the type of medical curriculum on differential item functioning (DIF) and group differences at the test level in Level 1 of the Comprehensive Osteopathic Medical Licensing Examinations (COMLEX). The study also explored the relationship of the DIF and group differences at the test level. There are generally two types of osteopathic preclinical curriculum: traditional discipline-based and organ system-based. The June 1998 administration of COMLEX was used. This examination involved 800 multiple-choice items and 2,122 students from 17 osteopathic schools. Of these students, 578 studied an organ-system-based curriculum. The study reveals that the directions of the influences of curriculum type were consistent at the test and item levels, but the magnitude of the influences was minimal. At the total examination level, students from the system-based curriculum performed better but with no practical significance. At the item level, the majority of items were immune from the impact of curriculum, while more items of those that had significant DIF favored students in organ-system based curricula. It is concluded that the advantages of students in the system-based curricula on the total examination were due in part to items discriminative against students in the discipline-based curricula. (Contains 2 tables and 11 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).