Case-based computerized examinations for medical students - objective, implementation and experiences

• Main Authors: Rotthoff, Thomas, Baehring, Thomas, Dicken, Hans-Dieter, Fahron, Urte, Fischer, Martin R., Adler, Martin, Hege, Inga, Scherbaum, Werner A.
• Format: Article
• Language: deu
• Published: German Medical Science GMS Publishing House 2006-11-01
• Series: GMS Medizinische Informatik, Biometrie und Epidemiologie
• Subjects: computer-based evaluation; case-based E-learning; clinical decision making; online examination; key feature
• Online Access: http://www.egms.de/en/journals/mibe/2006-2/mibe000030.shtml

Medical students often lack the ability to develop strategies for problem solving based on adequate diagnostic and therapeutic measures. Case studies are an appropriate learning as well as examining tool for this purpose. For in-house examinations new computer based examinations are playing an important role, because they permit a chronological approach to clinical cases. At the same time this method allows the use of new question and answer formats. Based on this background CASUS was introduced at the Heinrich-Heine-University of Duesseldorf as a mandatory case and computer-based learning system including an online computer-based exam for the first time in Germany. About 140 students participated in the examination which was held at the university’s computer centre. The introduction of the online examination led to a significant increase in the use of the CASUS study cases during the term. The study cases as well as the online examination were accepted very well among the students. Despite the cost-effective use of this multimedia method and its didactic advantages it currently requires more administrative efforts and is more interference-prone than traditional paper based examinations with multiple choice questions. Problems of justiciability and technological safety have to be solved first before a routine use in summative evaluation of learning. Therefore, at present online examinations can serve for the formative evaluation of learning.