This is the accepted version of the paper.This version of the publication may differ from the final published version. 9 Abstract Compassion, benevolence, respect and dignity are important for any healthcare 10 professional to ensure the provision of high quality care and patient outcomes. This paper 11 presents a structured search and thematic review of the research evidence relating to 12 values-based recruitment within healthcare. Several different databases, journals and 13 government reports were searched to retrieve studies relating to values-based recruitment 14 published between 1998 and 2013, both in healthcare settings and other occupational 15 contexts. Limited published research related to values-based recruitment directly, so the 16 available theoretical context of values is explored alongside an analysis of the impact of 17 value congruence. The implications for the design of selection methods to measure values 18 is explored beyond the scope of the initial literature search. Research suggests some 19 selection methods may be appropriate for values-based recruitment, such as situational 20 judgment tests (SJTs), structured interviews and multiple-mini interviews (MMIs). Per-21 sonality tests were also identified as having the potential to compliment other methods (e.g. DOI 10.1007/s10459-014-9579-4 Author Proof Permanent repository link:44 Adv in Health Sci Educ U N C O R R E C T E D P R O O F29 required to state this conclusively however, and methods for values-based recruitment 30 represent an exciting and relatively unchartered territory for further research.31 Keywords Values based recruitment Á Selection Á Healthcare Á Review 32 33 Introduction 34 Historically, selection into healthcare-related education and training (e.g. medicine, nursing, 35 midwifery) has been based primarily on prior academic attainment (Ferguson et al. 2002). 36 Previous reviews conclude that academic indicators are far from perfect predictors of per-37 formance (accounting for approximately 23 % the variance in performance in undergraduate 38 medical training and 6 % in postgraduate education and training, Trost et al. 1998). It is 39 argued that academic ability is necessary but not sufficient to ensure that trainees become 40 competent healthcare professionals, as other qualities, attributes and values may need to be 41 present from the start (Patterson et al. 2000, in submission;Patterson and Ferguson 2010). 42There exists a large body of international research exploring the impact of caregivers' core 43 values of compassion, empathy, respect and dignity on patients' experience of health and 44 social care services. As an illustration within the UK, although the values and behaviours 45 expected of health and social care professionals are preserved in the National Health Service 46 (NHS) Constitution (2012), recent government enquiries (Cavendish 2013; Francis 2013) 47 have highlighted major concerns about the decline in compassionate care within all health-48 care roles, which has relevance internationally. Thes...
Although there is extensive evidence confirming the predictive validity of situational judgement tests (SJTs) -017-9755-4 performance. This is an important area of enquiry as despite it being common practice to use both types of methods within a selection system, there is currently no evidence that this approach translates into increased predictive validity of the selection system as a whole, over that achieved by the use of a single selection method. In this preliminary study, the majority of the range of scores achieved by successful applicants to the UK Foundation Programme provided a unique opportunity to address both of these areas of enquiry. Sampling targeted high ([80th percentile) and low (\20th percentile) scorers on the SJT. Supervisors rated 391 trainees' in-role performance, and incidence of remedial action was collected. SJT and academic performance scores correlated with supervisor ratings (r = .31 and .28, respectively). The relationship was stronger between the SJT and in-role performance for the low scoring group (r = .33, high scoring group r = .11), and between academic performance and in-role performance for the high scoring group (r = .29, low scoring group r = .11). Trainees with low SJT scores were almost five times more likely to receive remedial action. Results indicate that an SJT for entry into trainee physicians' first role in clinical practice has good predictive validity of supervisor-rated performance and incidence of remedial action. In addition, an SJT and a measure of academic performance appeared to be complementary to each other. These initial findings suggest that SJTs may be more predictive at the lower end of a scoring distribution, and academic attainment more predictive at the higher end.Adv in Health Sci Educ (2017) 22:401-413 DOI 10.1007/s10459
Problem Situational judgment tests (SJTs) can be used to assess the nonacademic attributes necessary for medical and dental trainees to become successful practitioners. Evidence for SJTs’ predictive validity, however, relates predominantly to selection in postgraduate settings or using video-based SJTs at the undergraduate level; it may not be directly transferable to text-based SJTs in undergraduate medical and dental school selection. This preliminary study aimed to address these gaps by assessing the validity of the UK Clinical Aptitude Test (UKCAT) text-based SJT. Approach Study participants were 218 first-year medical and dental students from four UK undergraduate schools who completed the first UKCAT text-based SJT in 2013. Outcome measures were educational supervisor ratings of in-role performance in problem-based learning tutorial sessions—mean rating across the three domains measured by the SJT (integrity, perspective taking, and team involvement) and an overall judgment of performance—collected in 2015. Outcomes There were significant correlations between SJT scores and both mean supervisor ratings (uncorrected r = 0.24, P < .001; corrected r = 0.34) and overall judgments (uncorrected r s = 0.16, P < .05; corrected r s = 0.20). SJT scores predicted 6% of variance in mean supervisor ratings across the three nonacademic domains. Next Steps The results provide evidence that a well-designed text-based SJT can be appropriately integrated, and add value to, the selection process for undergraduate medical and dental school. More evidence is needed regarding the longitudinal predictive validity of SJTs throughout medical and dental training pathways, with appropriate outcome criteria.
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