هوش مصنوعی به عنوان دستیار آموزشی: تجربه طراحی سؤالات آزمونهای پیشرفت تحصیلی
کد: G-1830
نویسندگان: Sara Heydari * ℗
زمان بندی: زمان بندی نشده!
برچسب: دستیار مجازی هوشمند
دانلود: دانلود پوستر
خلاصه مقاله:
خلاصه مقاله
Introduction: The use of artificial intelligence technologies in medical education is an emerging and rapidly growing topic. This study aimed to investigate the psychometric indices of multiple-choice questions designed by artificial intelligence tools in the field of urology for nursing students. Methods: First, the content of the urology sessions of the adult nursing course 2 for undergraduate nursing students was developed according to the curriculum and based on the principles of Gagnier's instructional design. Then, with the help of artificial intelligence tools, 20 to 30 multiple-choice questions were designed for each session according to the volume of content. The questions were evaluated for face validity using the Millman checklist. Content validity was also evaluated according to the test specification table developed by the instructor. Two tests were used to evaluate the students' formative performance, and their difficulty coefficient and discrimination coefficient were calculated. Results: The results showed that the designed questions were relatively successful in content and face validity. Of the 130questions designed for 5 sessions, 104 questions(80%)had adequate content validity and 91 questions(70%)were acceptable in terms of form using the Millman checklist. The average difficulty coefficient of the 40 questions used in formative evaluation was 0.4 and the average discrimination coefficient was 0.32. Also, the answer options had a good variety in terms of placement, but the deviant options of about60% of the questions were not designed in a way that would attract the attention of less informed learners. Conclusion: The results show that the use of artificial intelligence tools in designing multiple-choice questions in the subject of urology can be considered as an efficient strategy and as a facilitating tool in the evaluation process of nursing students. Issues such as improving deviant options to improve the difficulty and discrimination indices of the test, face validity and content validity need to be improved. These tools can be used to serve teachers and facilitate processes, but they will not replace human activities in any way. It is worth considering the need to improve the ability of professors to use these tools in a correct manner.
کلمات کلیدی
Artificial Intelligence, Nursing, Urology, Evaluation
