秘鲁医学生全国执照考试成绩的相关因素:系统回顾

IF 9.3 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Javier Alejandro Flores Cohaila
{"title":"秘鲁医学生全国执照考试成绩的相关因素:系统回顾","authors":"Javier Alejandro Flores Cohaila","doi":"10.3352/jeehp.2022.19.38","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to identify factors that have been studied for their associations with National Licensing Examination (ENAM) scores in Peru.</p><p><strong>Methods: </strong>A search was conducted of literature databases and registers, including EMBASE, SciELO, Web of Science, MEDLINE, Peru’s National Register of Research Work, and Google Scholar. The following key terms were used: “ENAM” and “associated factors.” Studies in English and Spanish were included. The quality of the included studies was evaluated using the Medical Education Research Study Quality Instrument (MERSQI).</p><p><strong>Results: </strong>In total, 38,500 participants were enrolled in 12 studies. Most (11/12) studies were cross-sectional, except for one case-control study. Three studies were published in peer-reviewed journals. The mean MERSQI was 10.33. A better performance on the ENAM was associated with a higher-grade point average (GPA) (n=8), internship setting in EsSalud (n=4), and regular academic status (n=3). Other factors showed associations in various studies, such as medical school, internship setting, age, gender, socioeconomic status, simulations test, study resources, preparation time, learning styles, study techniques, test-anxiety, and self-regulated learning strategies.</p><p><strong>Conclusion: </strong>The ENAM is a multifactorial phenomenon; our model gives students a locus of control on what they can do to improve their score (i.e., implement self-regulated learning strategies) and faculty, health policymakers, and managers a framework to improve the ENAM score (i.e., design remediation programs to improve GPA and integrate anxiety-management courses into the curriculum).</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"19 ","pages":"38"},"PeriodicalIF":9.3000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9889888/pdf/","citationCount":"4","resultStr":"{\"title\":\"Factors associated with medical students’ scores on the National Licensing Exam in Peru: a systematic review\",\"authors\":\"Javier Alejandro Flores Cohaila\",\"doi\":\"10.3352/jeehp.2022.19.38\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>This study aimed to identify factors that have been studied for their associations with National Licensing Examination (ENAM) scores in Peru.</p><p><strong>Methods: </strong>A search was conducted of literature databases and registers, including EMBASE, SciELO, Web of Science, MEDLINE, Peru’s National Register of Research Work, and Google Scholar. The following key terms were used: “ENAM” and “associated factors.” Studies in English and Spanish were included. The quality of the included studies was evaluated using the Medical Education Research Study Quality Instrument (MERSQI).</p><p><strong>Results: </strong>In total, 38,500 participants were enrolled in 12 studies. Most (11/12) studies were cross-sectional, except for one case-control study. Three studies were published in peer-reviewed journals. The mean MERSQI was 10.33. A better performance on the ENAM was associated with a higher-grade point average (GPA) (n=8), internship setting in EsSalud (n=4), and regular academic status (n=3). Other factors showed associations in various studies, such as medical school, internship setting, age, gender, socioeconomic status, simulations test, study resources, preparation time, learning styles, study techniques, test-anxiety, and self-regulated learning strategies.</p><p><strong>Conclusion: </strong>The ENAM is a multifactorial phenomenon; our model gives students a locus of control on what they can do to improve their score (i.e., implement self-regulated learning strategies) and faculty, health policymakers, and managers a framework to improve the ENAM score (i.e., design remediation programs to improve GPA and integrate anxiety-management courses into the curriculum).</p>\",\"PeriodicalId\":46098,\"journal\":{\"name\":\"Journal of Educational Evaluation for Health Professions\",\"volume\":\"19 \",\"pages\":\"38\"},\"PeriodicalIF\":9.3000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9889888/pdf/\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Educational Evaluation for Health Professions\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3352/jeehp.2022.19.38\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Evaluation for Health Professions","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3352/jeehp.2022.19.38","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 4

摘要

目的:本研究旨在确定与秘鲁国家执照考试(ENAM)分数相关的因素。方法:检索文献数据库和注册库,包括EMBASE、SciELO、Web of Science、MEDLINE、Peru’s National Register of Research Work和Google Scholar。使用了以下关键术语:“ENAM”和“相关因素”。包括英语和西班牙语的研究。采用医学教育研究质量工具(MERSQI)评价纳入研究的质量。结果:12项研究共纳入38,500名参与者。除一项病例对照研究外,大多数(11/12)研究为横断面研究。有三项研究发表在同行评议的期刊上。平均MERSQI为10.33。在ENAM考试中表现较好的学生与较高的平均绩点(GPA) (n=8)、在EsSalud的实习设置(n=4)和正常的学术地位(n=3)相关。其他因素,如医学院、实习环境、年龄、性别、社会经济地位、模拟测试、学习资源、准备时间、学习方式、学习技巧、考试焦虑和自我调节学习策略,在各种研究中都显示出相关性。结论:ENAM是一种多因素现象;我们的模型为学生提供了一个控制他们可以做些什么来提高他们的分数(即,实施自我调节的学习策略),并为教师,卫生政策制定者和管理人员提供了一个提高ENAM分数的框架(即,设计补救方案以提高GPA并将焦虑管理课程纳入课程)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Factors associated with medical students’ scores on the National Licensing Exam in Peru: a systematic review

Factors associated with medical students’ scores on the National Licensing Exam in Peru: a systematic review

Factors associated with medical students’ scores on the National Licensing Exam in Peru: a systematic review

Purpose: This study aimed to identify factors that have been studied for their associations with National Licensing Examination (ENAM) scores in Peru.

Methods: A search was conducted of literature databases and registers, including EMBASE, SciELO, Web of Science, MEDLINE, Peru’s National Register of Research Work, and Google Scholar. The following key terms were used: “ENAM” and “associated factors.” Studies in English and Spanish were included. The quality of the included studies was evaluated using the Medical Education Research Study Quality Instrument (MERSQI).

Results: In total, 38,500 participants were enrolled in 12 studies. Most (11/12) studies were cross-sectional, except for one case-control study. Three studies were published in peer-reviewed journals. The mean MERSQI was 10.33. A better performance on the ENAM was associated with a higher-grade point average (GPA) (n=8), internship setting in EsSalud (n=4), and regular academic status (n=3). Other factors showed associations in various studies, such as medical school, internship setting, age, gender, socioeconomic status, simulations test, study resources, preparation time, learning styles, study techniques, test-anxiety, and self-regulated learning strategies.

Conclusion: The ENAM is a multifactorial phenomenon; our model gives students a locus of control on what they can do to improve their score (i.e., implement self-regulated learning strategies) and faculty, health policymakers, and managers a framework to improve the ENAM score (i.e., design remediation programs to improve GPA and integrate anxiety-management courses into the curriculum).

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
9.60
自引率
9.10%
发文量
32
审稿时长
5 weeks
期刊介绍: Journal of Educational Evaluation for Health Professions aims to provide readers the state-of-the art practical information on the educational evaluation for health professions so that to increase the quality of undergraduate, graduate, and continuing education. It is specialized in educational evaluation including adoption of measurement theory to medical health education, promotion of high stakes examination such as national licensing examinations, improvement of nationwide or international programs of education, computer-based testing, computerized adaptive testing, and medical health regulatory bodies. Its field comprises a variety of professions that address public medical health as following but not limited to: Care workers Dental hygienists Dental technicians Dentists Dietitians Emergency medical technicians Health educators Medical record technicians Medical technologists Midwives Nurses Nursing aides Occupational therapists Opticians Oriental medical doctors Oriental medicine dispensers Oriental pharmacists Pharmacists Physical therapists Physicians Prosthetists and Orthotists Radiological technologists Rehabilitation counselor Sanitary technicians Speech-language therapists.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信