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    Collaboration with Medical Education: Board Exams of Medical Specialist’ Associations
    (2023) BAŞER, Aysel; ŞAHİN, Hatice; TENGİZ, Funda İFAKAT; SEZER, Hale; DEMİR, Hatice; ŞEN, Egemen
    Objective: In Turkey, the boards were established in the last twenty years. Collaboration between boards and medical education discipline will lead board exams to be valid, reliable, acceptable, and fair. In this study, it is aimed to reveal the areas where boards can collaborate with the medical education discipline. Methods: A workshop was held within the scope of a congress held in İzmir in February 2020. In the workshop, it was aimed to raise awareness about the stages of board examination from planning to implementation and the knowledge and skills that board members should have. At the beginning of the workshop, participants were taken to the 5-station Objective Structured Clinical Examination (OSCE). OSCE stations evaluated participants’ characteristics, proficiency exam planning, question preparation, question evaluation, and problem-solving. A discussion session was conducted based on the basis of participant performances. The workshop was completed with a presentation on deciding the pass-fail score of an exam. Results: It was determined that the participants did not have information about board exams and were not involved in planning. It was determined that the participants could not write multiple-choice questions in accordance with the criteria and could not technically evaluate the prepared multiple-choice questions. At the problem-solving OSCE station where performance was evaluated, some participants could not use the time effectively and did not consider the rules. A session was held to decide the passing score of the OSCE that participants were included in. The Angoff technique was used and the scores determined by the participants were visualized, and the importance of reconciliation for the passing score was discussed. Conclusion: The workshop showed that there are areas that can be collaborated with the medical education discipline in planning and implementing board exams.
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    The Validity and Reliability of the Patient-Physician Interview Skill Evaluation Form in Five Steps
    (2023) Tengiz, Funda İfakat; ŞAHİN, Hatice; BAŞER, Aysel; TEKİNDAL, Mustafa Agah; SEZER, Hale
    Objective: Developing basic and clinical communication and clinical reasoning skills is crucial in facilitating medical school students' future medical practice. The path to these skills` development goes through conducting patient-physician interviews. This research aims to conducted to determine the validity and reliability of the Patient-Physician Interview Skill Evaluation Form(P-PISEF) to be used in performance-based tests in the evaluation of patient-physician interview skills. Methods: This study has a descriptive and methodological design and was carried out in June-December 2021. The data were collected from the performance of 197 students with the evaluation of 18 faculty members using the developed form. Explanatory and confirmatory factor analyses, Cronbach's alpha and item the total score was analyzed. Results: The distribution of the eighteen lecturers (38.88%) was associate professors. P-PISEF, comprising 46 articles, five main sections, and seven components. Lecturers were evaluated in a certain order with over 70% compliance. Over 90% of evaluators evaluated P-PISEF similarly. The Cronbach's Alpha (?) was found at 0.793. The KMO value in this study is 0.733, and the data is moderately adequate for analysis. The result of the Bartlett's test was 5983.586 (p<0.05). This measurement shows that the variable we are measuring is multivariate in the sample parameter (specialty, career step, etc.). The total variance explained in this study was 57.577. Conclusion: P-PISEF is an evaluation tool that can be used in patient-physician interview simulations of medical students. The results help curriculum planners to arrange programs that address the development of medical interview skills more effectively.