Evaluation of Compliance of the Case-Based Multistation Electronic Internal Medicine Exam with National Core Curriculum-2014

Aim: Clinical reasoning is described as a mental process that occurs when a doctor encounter with patient in clinical environment. Clinical reasoning contains anamnesis, diagnosis, and management. Cases have been used both to teach and assess clinical reasoning. Core curriculum should be considered in the selection process of cases. The aim of this study is to evaluate the compliance with the National Core Curriculum-2014 of the questions of the case-based multistation electronic exam, which is carried out at the end of Internal Diseases internship, that is for assessing clinical reasoning skill of the Year-6 medical students in Gazi University Faculty of Medicine. Methods: The study was conducted between May-December 2019 with 289 Year-6 medical students at the end of Internal Medicine internship period. Questions of the case-based multistation electronic exam were prepared by Internist faculty members. In total, 5 exams were carried out using SocrativeTM to give immediate feedback. Every exam consisted of 3 cases. End of all the exams, questions of cases were categorized in the classes of anamnesis, physical examination, pre-diagnosis, laboratory findings, treatment. Compliance with the National Core Curriculum-2014 was evaluated. Results: In total, 14 cases and 74 questions nested in cases were evaluated. 26 (35.1%) of the questions were about laboratory findings. 16 (21.6%) of the questions were under treatment class. In 13 (92.8%) of the cases, there was at least a question expects higher levels than National Core Curriculum-2014. Out of 74 questions, 31 (41.8%) of them assessed higher levels than National Core Curriculum-2014. Mean scores of the students were significantly lower at questions that assess higher levels than National Core Curriculum-2014 (p<0.05). Conclusion: Faculty members do not take into consideration National Core Curriculum-2014. This poses a serious threat since assessment drives learning. Faculty development on National Core Curriculum and assessment could be a solution.