A new assessment to monitor student performance in introductory neurophysiology: Electrochemical Gradients Assessment Device
A new assessment to monitor student performance in introductory neurophysiology: Electrochemical Gradients Assessment Device
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监测学生神经生理学入门表现的新评估：电化学梯度评估装置
DOI：
10.1152/advan.00209.2018
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发表时间：
2019
影响因子：
2.1
通讯作者：
Doherty, Jennifer H.
中科院分区：
文献类型：
--
作者：
Cerchiara, Jack A.;Kim, Kerry J.;Meir, Eli;Wenderoth, Mary Pat;Doherty, Jennifer H.
理解神经生理学的基础是理解离子在细胞膜上的运动。导论课程的学生认识到离子浓度梯度是离子运动的驱动力，但很难同时解释电荷梯度。我们开发了一个17道选择题来评估学生对电化学梯度和神经生理学阻抗的理解，电化学梯度评估装置（EGAD）。我们通过分析得分概率和学生能力的项目特征曲线，以及学生得分和能力的赖特图来调查评估的内部证据效度。我们使用线性混合效应回归来测试学生的表现和能力。我们的评估区分了能力一般的学生（加权似然估计：−2到1.5 Θ）；然而，它在区分能力最高的学生方面并不有效（加权似然估计：>2 Θ）。我们确定评估可以捕获222名学生在基于模拟的实验室和课程指导后的评估分数（modelr2= 0.51，P< 0.001,n= 444）和能力估计（modelr2= 0.47，P< 0.001,n= 444）的变化。差异项目功能分析确定评估中的每个项目对所有学生都是公平的，无论性别、种族/民族或经济状况如何。总体而言，我们发现男性在EGAD评估中得分更高（r2= 0.51，P= 0.014,n= 444），能力得分更高（P= 0.003）。白人学生在学业成绩（r2= 0.51，P< 0.001,n= 444）和能力（r2= 0.47，P< 0.001,n= 444）上呈显著正相关。根据我们的分析收集到的证据，从EGAD中获得的分数可以区分生理学入门课程中学生对神经生理学原理的内容知识水平。
The basis for understanding neurophysiology is understanding ion movement across cell membranes. Students in introductory courses recognize ion concentration gradients as a driving force for ion movement but struggle to simultaneously account for electrical charge gradients. We developed a 17-multiple-choice item assessment of students’ understanding of electrochemical gradients and resistance in neurophysiology, the Electrochemical Gradients Assessment Device (EGAD). We investigated the internal evidence validity of the assessment by analyzing item characteristic curves of score probability and student ability for each question, and a Wright map of student scores and ability. We used linear mixed-effect regression to test student performance and ability. Our assessment discriminated students with average ability (weighted likelihood estimate: −2 to 1.5 Θ); however, it was not as effective at discriminating students at the highest ability (weighted likelihood estimate: >2 Θ). We determined the assessment could capture changes in both assessment scores (modelr2= 0.51,P< 0.001,n= 444) and ability estimates (modelr2= 0.47,P< 0.001,n= 444) after a simulation-based laboratory and course instruction for 222 students. Differential item function analysis determined that each item on the assessment performed equitably for all students, regardless of gender, race/ethnicity, or economic status. Overall, we found that men scored higher (r2= 0.51,P= 0.014,n= 444) and had higher ability scores (P= 0.003) on the EGAD assessment. Caucasian students of both genders were positively correlated with score (r2= 0.51,P< 0.001,n= 444) and ability (r2= 0.47,P< 0.001,n= 444). Based on the evidence gathered through our analyses, the scores obtained from the EGAD can distinguish between levels of content knowledge on neurophysiology principles for students in introductory physiology courses.