Abstract

Background: Specific methodologies and application examples are required to make Item Response Theory (IRT) analysis more accessible for competency-based learning and personalized education in the field of traditional medicine education practice. The purpose of current study was to analyze the test and item validity along with the competency characteristics of four subjects in a mock National License Examination (NLE) as a representative showcase. Methods: The 3-parameter IRT was used to analyze the pediatrics, preventive medicine, physiology and herbology subjects of mock NLE. The Test Character Curve (TCC), Test Information Function (TIF), and Test Standard Error Curve (TSE) were used to assess test validity, and the Wright map was used to attest item and test validity. Kernel density map was used to analyze the characteristics of competencies by gender and academic administration groups. Results: TCC, TIF, and TSE, along with Wright map, provided intuitive understanding of test and item validity, and showed distinctive differences between subjects. The Kernel density map revealed group-specific competency characteristics for evidence-based personalized student management. Discussion and conclusion: A practical learning analytics methods using IRT were presented, which can be easily utilized in the field of medical education. Systematized regular academic analysis and individualized student management with basic comprehensive assessment and NLE could be useful for improving the quality of evidence-based competency-based education in traditional Korean medicine.