Assessment of clinical competence on the emergency medicine specialty certification examination: The validity of examiner ratings of simulated clinical encounters

Maatsch, Jack L.

doi:10.1016/s0196-0644(81)80003-0

Cited by 24 publications

(17 citation statements)

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“…In retrospect, we suspect that simulation may actually promote the rapid translation of knowledge (''knows'') into reasoned action (''does''), a leap of cognition that would be poorly assessed by written testing alone (Maatsch, 1981;Schuwirth and van der Vleuten, 2003;Miller, 1990). Future use of clinical performance assessment tools (Gordon et al, 2003;Tekian et al, 1999) may help better define the relationship between learner enthusiasm for this technology and efficacy of its use.…”

Section: Discussionmentioning

confidence: 99%

A Randomized Controlled Trial of Simulation-Based Teaching versus Traditional Instruction in Medicine: A Pilot Study among Clinical Medical Students

Gordon

Shaffer

Raemer

et al. 2006

Adv Health Sci Educ Theory Pract

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Abstract. Objective: To compare simulator-based teaching with traditional instruction among clinical medical students. Methods: Randomized controlled trial with written pre-post testing. Third-year medical students (n ¼ 38) received either a myocardial infarction (MI) simulation followed by a reactive airways disease (RAD) lecture, or a RAD simulation followed by an MI lecture. [59.7]). However, no significant differences were observed between simulator-based teaching and lecture, in either subject domain. Conclusions: After a single instructional session for clinical medical students, differences between simulatorbased teaching and lecture could not be established by the written test protocols used in this pilot. Future studies should consider the effects of iterative exposure assessed by clinical performance measures across multiple centers.

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Section: Discussionmentioning

confidence: 99%

A Randomized Controlled Trial of Simulation-Based Teaching versus Traditional Instruction in Medicine: A Pilot Study among Clinical Medical Students

Gordon

Shaffer

Raemer

et al. 2006

Adv Health Sci Educ Theory Pract

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“…It has been observed that general ability is the foundation of most performance measures and a well-constructed MCQ is the best estimator of this general ability. 5,6 Also the results might reflect an unbiased evaluation of the medical students. 7 The acquisition of clinical skills is paramount to the development of a safe and competent practitioner.…”

Section: Discussionmentioning

confidence: 99%

Assessment Methods of an Undergraduate Psychiatry Course at a Saudi University = أساليب تقييم مساق الطب النفسي للطلاب في جامعة سعودية

Amr¹,

Amin²

2012

SQUMJ

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Objectives: In Arab countries there are few studies on assessment methods in the field of psychiatry. The objective of this study was to assess the outcome of different forms of psychiatric course assessment among fifth year medical students at King Faisal University, Saudi Arabia. Methods: We examined the performance of 110 fifth-year medical students through objective structured clinical examinations (OSCE), traditional oral clinical examinations (TOCE), portfolios, multiple choice questions (MCQ), and a written examination. Results: The score ranges in TOCE, OSCE, portfolio, and MCQ were 32-50, 7-15, 5-10 and 22-45, respectively. In regression analysis, there was a significant correlation between OSCE and all forms of psychiatry examinations, except for the MCQ marks. OSCE accounted for 65.1% of the variance in total clinical marks and 31.5% of the final marks (P = 0.001), while TOCE alone accounted for 74.5% of the variance in the clinical scores. Conclusions: This study demonstrates a consistency among the students' assessment methods used in the psychiatry course, particularly the clinical component, in an integrated manner. This information would be useful for future developments in undergraduate teaching.Keywords: Undergraduate medical students; Assessment; Psychiatry; Undergraduate; Saudi Arabia. Assessment Methods of an UndergraduatePsychiatry Course at a Saudi University

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“…Past research suggests that these high-stakes summative assessments are reliable and valid measures of performance. 49,50 Many residency programs conduct local or regional practice oral examinations to prepare their graduates for the ABEM oral examination. One study found that performance on the local practice oral examination moderately correlated with the ITE score and ABEM qualifying examination score, but not with the ABEM oral examination score.…”

Section: Objective Structured Clinical Examination (Osce)mentioning

confidence: 99%

Assessing Medical Knowledge of Emergency Medicine Residents

Goyal

Aldeen

Leone

et al. 2012

Academic Emergency Medicine

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The Accreditation Council for Graduate Medical Education (ACGME) requires that emergency medicine (EM) residency graduates are competent in the medical knowledge (MK) core competency. EM educators use a number of tools to measure a resident's progress toward this goal; it is not always clear whether these tools provide a valid assessment. A workshop was convened during the 2012 Academic Emergency Medicine consensus conference "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" where assessment for each core competency was discussed in detail. This article provides a description of the validity evidence behind current MK assessment tools used in EM and other specialties. Tools in widespread use are discussed, as well as emerging methods that may form valid assessments in the future. Finally, an agenda for future research is proposed to help address gaps in the current understanding of MK assessment.

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Assessment of clinical competence on the emergency medicine specialty certification examination: The validity of examiner ratings of simulated clinical encounters

Cited by 24 publications

References 0 publications

A Randomized Controlled Trial of Simulation-Based Teaching versus Traditional Instruction in Medicine: A Pilot Study among Clinical Medical Students

A Randomized Controlled Trial of Simulation-Based Teaching versus Traditional Instruction in Medicine: A Pilot Study among Clinical Medical Students

Assessment Methods of an Undergraduate Psychiatry Course at a Saudi University = أساليب تقييم مساق الطب النفسي للطلاب في جامعة سعودية

Assessing Medical Knowledge of Emergency Medicine Residents

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