Reflects on educational theory, in particular cognitive theory, and concludes that theory is little more than metaphor, not rigorous, tested, confirmed scientific theory. Asserts that this metaphor may lead to ideas for basic and applied research, but in the meantime it cannot be trusted to determine practice in medical education. (EV)

A study investigated optimal length of screening tests used to sort out medical students needing to take a full-length performance-based standardized-patient test from those not needing it. Receiver operating characteristic analysis determined a good length is one-third the full test, with cutoff just above the mean case pass level. (Author/MSE)

Studies in five senior medical school classes at Southern Illinois University investigated whether using multiple standardized patients to simulate the same case in postclerkship medical student evaluation affects the measure's reliability. Results of three studies show little or no effect on reliability of total, checklist, or written test…

A study using five Southern Illinois University senior medical school classes (n=350 students) investigated whether having a standardized patient simulate a case repeatedly in postclerkship medical student evaluation affects the measure's reliability. Results suggest that repeated simulation had little or no effect on intercase reliability of…

A study investigated the performance of 6 successive medical school classes on 80 standardized-patient case examinations, looking for effects of student or standardized-patient gender on scores. Results showed no interaction of any practical consequence. Cases with gender-related concern (e.g., breast problems) also did not differentiate between…

Critical review of the literature on problem-based learning (PBL) in medical education focuses on: (1) the credibility of claims (both empirical and theoretical) about the ties between PBL and educational outcomes and (2) the magnitude of the effects. Concludes there is no convincing evidence that PBL improves knowledge base and clinical…

Because of concern about potential gender and racial bias in medical test grading, score patterns were examined for male and female and for white and African American medical freshmen (n=476) before and after implementation of an anonymous test grading policy. Results indicate no widespread grading bias before the policy change. (Author/MSE)

A study assessed the feasibility of sequential testing of medical students using standardized patients. Sequential testing passes students who score well on the first segment of the test thus eliminating additional student-standardized patient encounters. Subjects were six classes of Southern Illinois University students (n=404). Results strongly…

Reviews the studies on which a meta-analysis by Springer, Stanne, and Donovan (1999) were based; the meta-analysis had concluded that small group learning in science, mathematics, engineering, and technology education is effective. Concludes that the meta-analysis' call for more widespread implementation of small group learning is not supported.…

Performance of senior medical students on an objectively scored examination of clinical competence based on standardized-patient cases was used to assess the predictive validity of the two most commonly used admission measures. The measures were found useful for selecting students successful in both clinical and basic science settings. (Author/MSE)

A study with about 280 Southern Illinois University senior medical students found that standardized patients felt male and female examinees generally performed equally well with respect to interpersonal and communication skills, except for female examinees' higher performance in personal manner. Patient gender was not an influence. (Author/MSE)

A study was conducted to assess the effect of station position in a multiple-stations performance-based examination administered to 127 senior medical students. There was no evidence for a sequence effect on student performance, with no improvement on scores awarded for standardized cases across successive cases in the examination. (SLD)