Availability of content information does not improve performance on computerized case simulations

BACKGROUND: A previous study evaluated repeated, serial administrations of computer-based simulations, The data demonstrated an increase in scores acr oss rotations during the academic year, but no difference between scores in successive years. METHODS: The initial study only indirectly assessed the effect of informati on sharing on measured performance, To directly assess the effect of inform ation transfer, 8 computer-based case simulations were administered over 2 consecutive years to 220 third-year students at the conclusion of 12 surgic al clerkship rotations (6 per year). During the second year of administrati on information regarding content area, in the form of the case stem or intr oductory lead-in material, was provided to each rotation of students prior to the examination based on a sequential algorithm. RESULTS: The data demonstrate no increase in overall mean score for the exa mination over the 2 years. Scores were significantly different for 2 of the 8 cases, increasing in the one and decreasing in the other. CONCLUSIONS: The data demonstrate no evidence that prior knowledge of conte nt area influences the scores of successive classes on computerized models of performance assessment. (C) 2000 by Excerpta Medica, Inc.