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Abstract：
Background and objectives Considering the increasing utilization of online educational tools in medical education, it is essential to evaluate the reliability and validity of online assessments to accurately assess student proficiency and predict academic success. This study investigated the predictive efficacy of different online assessment methods in comparison to standard offline methods within the medical educational setting. Methods This study utilized a mixed-methods crossover design, involving 125 first-year medical students who were randomly assigned to either online or traditional examinations. The students then crossed over to the other type of assessment. The assessments consisted of multiple-choice questions (MCQs), viva voce, objective structured clinical examinations, and written theory examinations. Quantitative data on results, finishing times, and academic metrics were analyzed, along with qualitative data from student interviews exploring perceptions of each format. Results The online MCQs had the highest average scores and a moderately positive correlation with performance on the theory examination (r=0.326). Regression models indicated that online and offline MCQs were moderate positive predictors of theoretical marks (R2=0.106 and 0.107, respectively). Qualitative responses emphasized advantages such as flexibility and accessibility for online examinations but also concerns regarding technological challenges, interaction, and integrity compared to traditional formats. Conclusions Online MCQ assessments showed promise as indicators of medical student academic performance. However, additional online forms require improvement to match conventional assessments reliably. As medical education involves digital technologies, cautious implementation of online evaluations substantiated by further research is needed to preserve educational quality standards.
摘要：
背景和目标考虑到医学教育中在线教育工具的使用日益增加，评估在线评估的可靠性和有效性，以准确评估学生的熟练程度并预测学业成功。这项研究调查了在医学教育环境中与标准离线方法相比，不同在线评估方法的预测功效。方法本研究采用混合方法交叉设计，涉及125名一年级医学生，他们被随机分配到在线或传统考试中。然后，学生们转向另一种类型的评估。评估包括多项选择题(MCQ)，Vivavoce,客观的结构化临床检查，和书面理论考试。结果的定量数据，收尾时间,并对学术指标进行了分析，以及来自学生访谈的定性数据，探索对每种格式的看法。结果在线MCQ的平均得分最高，与理论考试成绩呈中度正相关（r=0.326）。回归模型表明，在线和离线MCQ是理论标记的中度正预测因子（R2分别为0.106和0.107）。定性回答强调了在线考试的灵活性和可访问性等优势，但也关注技术挑战，互动,与传统格式相比，完整性。结论在线MCQ评估显示出有望作为医学生学业成绩的指标。然而,其他在线表格需要改进，以可靠地匹配常规评估。由于医学教育涉及数字技术，需要谨慎实施通过进一步研究证实的在线评估，以保持教育质量标准。
