Psychometric properties of a clinical reasoning assessment rubric for nursing education

Park, Chang Gi; Kim, Sung Hae; Bae, Juyeon

doi:10.1186/s12912-021-00695-z

Cited by 4 publications

(1 citation statement)

References 33 publications

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“…'s doctoral dissertation. 5 During this time, the ECFMG, which was responsible for assessing the readiness of internationally trained medical graduates to enter U.S. residency or fellowship programs, struggled to effectively assess the clinical skills of international graduates. In 1998, building from the many lessons and considerable research on the use of SPs for performance assessment, the ECFMG successfully launched a large-scale clinical skills assessment intended to assess a graduate's ability to communicate with patients and health professionals in English.…”

Section: S-1990s: Era Of Psychometricsmentioning

confidence: 99%

Discontinuation of the USMLE Step 2 Clinical Skills Examination: Studying the Past to Define the Future

Howley

Engle

2021

Academic Medicine

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Section: S-1990s: Era Of Psychometricsmentioning

confidence: 99%

Discontinuation of the USMLE Step 2 Clinical Skills Examination: Studying the Past to Define the Future

Howley

Engle

2021

Academic Medicine

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Effects of perceived stress on public acceptance of waste incineration projects: evidence from three cities in China

Chen

Cui

et al. 2022

Environ Sci Pollut Res

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Advancing Consistency in Education: A Reliability Analysis of the Clinical Reasoning Assessment Tool

Wolden,

Furze

et al. 2024

JOPTE

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Introduction. Clinical reasoning (CR) is a fundamental component of physical therapist practice in health care. The Clinical Reasoning Assessment Tool (CRAT) was developed to assess CR in Doctor of Physical Therapy (DPT) and residency education. However, the reliability of the CRAT has not been investigated. Our purpose was to investigate the interrater and intrarater reliability of the CRAT. Review of Literature. A range of assessment methods are available to assess CR, including didactic-based, simulation learning, and clinic-based assessments. The CRAT is designed to assess CR across learning environments. The CRAT assesses CR across 3 domains: (1) content knowledge, (2) procedural knowledge/psychomotor skills, and (3) conceptual reasoning. Subjects. Twenty-two faculty participated. Methods. Participants completed an electronic survey at 2 timepoints (T1, T2) that included training on use of the CRAT and 2 case videos of DPT students at different performance levels managing a standardized patient. Participants rated student performance with the CRAT for both case videos (T1) and repeated the sequence at least 30 days later (T2). Intraclass correlation coefficient (ICC) estimates and 95% confidence intervals were used to determine the interrater and intrarater reliability for each domain of the CRAT. Results. Video 1 was consistently rated higher for each CRAT domain (T1: 7.32–8.05; T2: 8.05–8.15) compared to video 2 (T1: 2.91–3.68; T2: 3.00–3.68). There were inverse relationships between CRAT ratings and number of years in DPT education, at an institution, and as a licensed physical therapist. At both timepoints, the interrater reliability for each domain was good to excellent (ICCs 0.60–0.79). The intrarater reliability was fair to excellent for all domains for each video (ICCs 0.45–0.75). Discussion and Conclusion. The CRAT is a reliable instrument for assessing DPT student CR during a simulated patient encounter. Implementation of the CRAT in DPT education may facilitate improved consistency of CR assessment across the learner continuum.

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Psychometric properties of a clinical reasoning assessment rubric for nursing education

Cited by 4 publications

References 33 publications

Discontinuation of the USMLE Step 2 Clinical Skills Examination: Studying the Past to Define the Future

Discontinuation of the USMLE Step 2 Clinical Skills Examination: Studying the Past to Define the Future

Effects of perceived stress on public acceptance of waste incineration projects: evidence from three cities in China

Advancing Consistency in Education: A Reliability Analysis of the Clinical Reasoning Assessment Tool

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