Análisis psicométrico de las preguntas repetidas en los simulacros de la prueba MIR

  1. Jaime Baladrón-Romero 1
  2. Fernando Sánchez-Lasheras 2
  3. Carmen Peñalver-San Cristóbal 1
  4. Alberto García-Guerrero 1
  5. José M. Romeo-Ladrero 3
  6. Tomás Villacampa 4
  7. José Curbelo 5
  8. Paula Jiménez-Fonseca 6
  1. 1 Curso Intensivo MIR Asturias
  2. 2 Universidad de Oviedo
    info
    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

    Geographic location of the organization Universidad de Oviedo
  3. 3 Blog MIRentrelazados. Zaragoza
  4. 4 Clínica Oftalmológica Villacampa. Avilés
  5. 5 Servicio de Medicina Interna. Hospital Universitario La Princesa. Madrid, España
  6. 6 Hospital Universitario Central de Asturias
    info
    Hospital Universitario Central de Asturias

    Oviedo, España

    ROR https://ror.org/03v85ar63

    Geographic location of the organization Hospital Universitario Central de Asturias
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Journal:
FEM. Revista de la Fundación Educación Médica

ISSN: 2014-9832,  2014-9840

Year of publication: 2022

Volume: 25

Issue: 1

Pages: 19-23

Type: Article

DOI: 10.33588/FEM.251.1164 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: FEM. Revista de la Fundación Educación Médica

Sustainable development goals

Abstract

Introduction. The present work analyses 13 questions that were repeated twice in different tests that simulate the MIR exam, separated in time between 2 and 15 weeks. From the results obtained, the learning process of the students preparing for the MIR test has been analysed. Material and methods. For the present study, a database made up of a total of 2,600 questions which were answered on average by 1,585 students with relatively homogeneous characteristics was employed. Results. In general, it is possible to affirm that between the first and second exposure of the students to the same question there was an improvement in the indexes analysed. From the results obtained, it is observed that, on average, throughout the preparation, the difficulty of the questions for the group of students is reduced by half. Regarding the discrimination index, this increases by about 60%, which means that as the preparation progresses, the proportion of people who get the question right in the strong group increases with respect to those who get it right in the weak group. Finally, there is also an improvement in the value of the biserial point correlation coefficient, which implies an improvement in the discriminative capacity of the questions. Conclusions. As the preparation progresses, the analysed questions become easier and discriminating. In addition, it is observed how not all students obtained the same performance.

Data source: Dialnet