Methods �A retrospective cross-sectional study was conducted. �Students from the five most recent cohorts were included. �Students returned to campus following each six-week

preceptorship and completed an EOR exam. �The classes of 2011-2013 completed a 75-question, 90-

minute EOR exam developed by program faculty. �The classes of 2014-2015 completed a 120-question, 120-

minute EOR exam developed by PAEA. �Students concurrently participated in a Research Practicum,

where they developed and presented a selective evidence-based medicine review. �Presentation was required one day preceding 1 of 4 exam

days during the latter half of the clinical year. �EOR exam scores from the first half of the clinical year were

excluded, when no students presented their research. �A Chi-square analysis was performed to determine if an

association existed between students who presented research the day preceding an EOR exam and exam failure.

EOR Exam Success Following Research Practicum Presentation

Laura Levy, MMS, PA-C, Sean Guinane, DHSc, PA-C

Philadelphia College of Osteopathic Medicine

Background and Purpose

▪ Assessment within a rigorous program likely includes multiple examinations administered in a short time period, or multiple assignments due concurrently.

▪ The purpose of this study was to determine whether a major assignment preceding an end-of-rotation (EOR) exam impacts performance by second-year physician assistant students on that exam.

Discussion ▪ Although the presentation of a research practicum and an EOR

exam are both substantial assessments, students are no more likely to fail an EOR exam the day following that presentation than other days.

▪ The impact of two high-stakes assessments scheduled in close proximity has not demonstrated a negative effect on the latter assessment.

▪ Further investigation is needed to determine if this effect is seen in other programs and related to other styles of assessment.Results

▪ The chi-square test for association conducted between presentation schedule and exam failure demonstrated all expected cell frequencies were greater than 5.

▪ There was not a statistically significant association between presentation schedule and exam failure, χ2(1) = 0.205, p = 0.651. References

1. Forsyth DR, Story PA, Kelley KN, McMillan JH. What causes failure and success? Students’ perceptions of their academic outcomes. Soc Psychol Educ. 2009;12(2):157-174. doi:10.1007/s11218-008-9078-7.

2. Todres M, Tsimtsiou Z, Sidhu K, Stephenson A, Jones R. Medical students’ perceptions of the factors influencing their academic performance: An exploratory interview study with high-achieving and re-sitting medical students. Med Teach. 2012;34(5):e325-e331. doi:10.3109/0142159X.2012.668626.

3. Struyven K, Dochy F, Janssens S. Students’ perceptions about evaluation and assessment in higher education: A review. Assess Eval High Educ. 2005;30(4):325-341. doi:10.1080/02602930500099102.

Chi-Square

EOR Exam Result

Row TotalPassed EOR

ExamFailed EOR

Exam

Presentation on Day

Preceding EOR Exam

No Presentation

96.3% (720)

3.7% (28)

100% (748)

Yes Presentation

95.6% (240)

4.4% (11)

100% (251)

Total 96.1% (960)

3.9% (39)

100% (999)