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Evidence-Based Complementary and Alternative Medicine
Volume 2016, Article ID 2043535, 7 pages
http://dx.doi.org/10.1155/2016/2043535
Research Article

Web-Based Evaluation System to Measure Learning Effectiveness in Kampo Medicine

1Department of Kampo Medicine, Graduate School of Biomedical & Health Sciences, Hiroshima University, 1-2-3 Kasumi, Minami-ku, Hiroshima 734-8551, Japan
2Department of Kampo Medicine, Yamaguchi University Hospital, 1-1-1 Minami-Kogushi, Ube, Yamaguchi 755-8505, Japan
3Medical Information Science and Administrative Planning, Kumamoto University Hospital, 1-1-1 Honjo, Chuo-ku, Kumamoto City 860-8556, Japan
4Department of Emergency and Critical Care Medicine, Akita University School of Medicine, 1-1-1 Hondo, Akita 010-8543, Japan
5Media and Information Technology Center, Organization for Academic Information, Yamaguchi University, 1-1-1 Minami-Kogushi, Ube, Yamaguchi 755-8505, Japan
6Liberal and General Education Center, Utsunomiya University, 350 Mine-machi, Utsunomiya, Tochigi 321-8505, Japan
7Graduate School of Sciences and Technology for Innovation, Yamaguchi University, 2-16-1 Tokiwadai, Ube, Yamaguchi 755-8611, Japan
8Graduate School of Medicine, Yamaguchi University, 2-16-1 Tokiwadai, Ube, Yamaguchi 755-8611, Japan
9Department of General Internal Medicine, Hiroshima University Hospital, 1-2-3 Kasumi, Minami-ku, Hiroshima 734-8551, Japan

Received 13 June 2016; Accepted 29 August 2016

Academic Editor: Makoto Arai

Copyright © 2016 Norio Iizuka et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Measuring the learning effectiveness of Kampo Medicine (KM) education is challenging. The aim of this study was to develop a web-based test to measure the learning effectiveness of KM education among medical students (MSs). We used an open-source Moodle platform to test 30 multiple-choice questions classified into 8-type fields (eight basic concepts of KM) including “qi-blood-fluid” and “five-element” theories, on 117 fourth-year MSs. The mean (±standard deviation [SD]) score on the web-based test was (/100). The correct answer rate ranged from 17% to 36%. A pattern-based portfolio enabled these rates to be individualized in terms of KM proficiency. MSs with scores higher () or lower () than mean ± 1SD were defined as high or low achievers, respectively. Cluster analysis using the correct answer rates for the 8-type field questions revealed clear divisions between high and low achievers. Interestingly, each high achiever had a different proficiency pattern. In contrast, three major clusters were evident among low achievers, all of whom responded with a low percentage of or no correct answers. In addition, a combination of three questions accurately classified high and low achievers. These findings suggest that our web-based test allows individual quantitative assessment of the learning effectiveness of KM education among MSs.