MEFANET 2015 conference
ConferenceWorkshops and symposium

Workshops and symposium


MEDCIN project: Workshop on medical curriculum structures construction

Guarantors: M. Komenda, M. Karolyi, Ch. Vaitsis, L. Woodham, D. Spachos

Abstact: The primary goal of this workshop is to deeply understand the general medical and healthcare curricula structure in accordance with international standards and recommendations. Organizers want to get relevant feedback from participants describing expected medical curricula structures, which will be used for the MEDCIN project needs in the future.

The MEDCIN workshop (http://www.medcin-project.eu/) reg. no.: 2015-1-CZ01-KA203-013935 is funded from the European Commission ERASMUS+ program.

Test and item analysis and their applications to improve the quality of tests

Guarantors: C. Stuka, M. Vejrazka, M. Komenda, P. Martinkova, L. Stepanek

Abstract: High-quality assessment of students’ knowledge based on written tests involves not only a careful preparation of the test itself and the preparation of specific problems, but also the subsequent test analysis of item analysis. Such analyses aim to evaluate the quality and benefit of individual problems, i.e. their capacity to recognise the level of students’ knowledge, and to find out how well the test works as a whole. Workshop participants will learn how to use freely available tools in order to perform a basic test analysis and item analysis, and how to interpret their results. Practical examples will be used to teach workshop participants how to use statistical evaluation in order to recognise phrasing inaccuracies, as well as errors in items that have been marked as low-quality by the item analysis. Possibilities of editing such problems for subsequent test rounds will be presented. Workshop participants will obtain written materials and get an insight into selected tools for test analysis and item analysis. After attending the workshop, participants should be able to: (i) understand the basic psychometric characteristics of items and learn their simple interpretation; (ii) identify questionable problems or answers in selected problems, based on statistical data on items; (iii) recognise the most frequent mistakes in the phrasing of test problems. The workshop will show that tools for a basic item analysis are available, and that their use is not excessively difficult.


The clinical learning environment in nursing education: Conceptual, methodological and organizational issues

Guarantors: E. Gurková, K. Žiaková, Z. Mikšová

Abstract: Clinical learning (workplace training) covers unavoidable and significant component of nursing education considering that nursing is practice-based profession. Students’ exposure to clinical learning environment is one of the most important factors affecting the teaching-learning process in clinical settings. There is a broad range of international studies developed and published within multiple European projects comparing clinical learning environment in relation to organizational aspects of clinical learning or clinical supervision. Following these international activities, several Slovak and Czech national projects and dissemination activities were initiated, which were focused on sharing problems and task allocation between educational institutions and healthcare providers regarding clinical education as well as critical judgement of models and conditions for clinical education in several universities in the Czech and Slovak Republic. As a result of these activities, the role of teacher was reduced, clinical mentors were introduced and programs for mentor professional training were developed. However, current situation in clinical education structure can be described by sustaining variability and diversity in the implementation of clinical education models especially regarding the role and professional training of a mentor in nursing. Because of the mentioned problem areas it is necessary to explore factors influencing clinical practice efficiency. Therefore the aim of this symposium is focused on the conceptual (inconsistencies in terminology of roles and competencies); methodological (ambiguity in measurement of clinical learning environment); and organizational (inconsistency in the role and responsibility of mentors, differences in availability of mentor training programs) issues regarding clinical nursing education.

The symposum was supported by Grant KEGA: Evaluation of clinical learning enviroment in nursing pre-gradual education (016PU-4/2015).