title: Multiple tutorial-based assessments: a generalizability study.
abstract: BACKGROUND
  Tutorial-based assessment commonly used in problem-based learning (PBL) is thought to provide information about students which is different from that gathered with traditional assessment strategies such as multiple-choice questions or short-answer questions. Although multiple-observations within units in an undergraduate medical education curriculum foster more reliable scores, that evaluation design is not always practically feasible. Thus, this study investigated the overall reliability of a tutorial-based program of assessment, namely the Tutotest-Lite.
  
  
  METHODS
  More specifically, scores from multiple units were used to profile clinical domains for the first two years of a system-based PBL curriculum.
  
  
  RESULTS
  G-Study analysis revealed an acceptable level of generalizability, with g-coefficients of 0.84 and 0.83 for Years 1 and 2, respectively. Interestingly, D-Studies suggested that as few as five observations over one year would yield sufficiently reliable scores.
  
  
  CONCLUSIONS
  Overall, the results from this study support the use of the Tutotest-Lite to judge clinical domains over different PBL units.
authors: Faculté de médecine et des sciences de la santé, Université de Sherbrooke, Sherbrooke, Canada. Christina.St-Onge@USherbrooke.ca.
authors: Christina
authors: C
authors: St-Onge
authors: Eric
authors: E
authors: Frenette
authors: Daniel J
authors: DJ
authors: Côté
authors: André
authors: A
authors: De Champlain
mesh_terms: D004521:Educational Measurement / Q000379:methods*; D018794:Problem-Based Learning; D015203:Reproducibility of Results