Sources of validity evidence for an internal medicine student evaluation system: an evaluative study of assessment methods

Auewarakul, Chirayu; Downing, Steven M.; Jaturatamrong, Uapong; Praditsuwan, Rungnirand

doi:10.1111/j.1365-2929.2005.02090.x

Cited by 54 publications

(50 citation statements)

References 20 publications

(61 reference statements)

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“…The findings from any psychometric evaluation have significance (validity) only in the circumstance of the intended construct (Kimberlin and Winterstein, 2008). Some sources of evidences used to support construct validity include: content, internal structure, response process, relations to other variables, and consequences (Auewarakul et al, 2005;Beckman et al, 2005). These are the only sources of evidence that can be generated to support the construct validity of interpretations made from the results of measurement by the instrument, but rather they are not a subdivision of validity.…”

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confidence: 99%

Psychometric Properties of Knowledge, Attitude, and Practice on Pharmacogenovigilance in Drug Safety Questionnaire in Medicine and Pharmacy Students: based on Exploratory Factor Analysis

Yau¹,

Husain²,

Aziz³

et al. 2015

J App Pharm Sci

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Integration of Pharmacogenomics and Pharmacovigilance in the curricula of future healthcare professionals is essential towards individualized medicine and drug safety. Researchers are lacking in Knowledge, attitude and practice regarding pharmacogenovigilance in drug safety among Malaysian future health professionals. This study is to develop and validate a reliable questionnaire for evaluation of knowledge, attitude and practice o f future Doctors and Pharmacists concerning Pharmacogenovigilance in drug safety. A 49-item self-administered questionnaire was developed from the literature. The content was validated by a panel of relevant experts followed by face validity. A pilot study on 100 respondents was conducted for reliability, followed by a crosssectional study involving 247 participants in factor analysis. The content validity index of the whole questionnaire was 0.8%. The overall Cronbach"s Alpha was 0.8, with P<0.001. 67.4% of the total variance was explained by 13 factors, and we can conclude that the questionnaire is a valid and reliable instrument. Key words:Pharmacogenovigilance, Questionnaire, Factor analysis, KAP. INTRODUCTIONPharmacogenomics is the study of variability in pharmacokinetics and pharmacodynamics in relation to genetic variations. If genetic factors are taken into account appropriately prior to drug treatment, the regimen can be personalized to the individual patient need, hence promote drug safety. Clinicians are increasingly anticipated to incorporate pharmacogenomics into practices, but this expectation has been below projected. Therefore, it is important that future physicians and pharmacists are exposed to these important areas. A measuring tool like questionnaire could assist medical educators and health care providers in evaluating the teaching programs for future Doctors and Pharmacists and necessity of retraining. Previous studies revealed an urgent requirement for greater emphasis on practice * Corresponding Author Prof (Dr.) Mainul Haque, Faculty of Medicine, Universiti Sultan Zainal Abidin, Kampus Kota, Jalan Sultan Mahmud, 20400 Kuala Terengganu, Malaysia. Email: runurono@gmail.com and knowledge of pharmacogenomics and pharmacovigilance among healthcare professionals (Adamu et al., 2015a;Adamu et al., 2015b). Presently, a standardized questionnaire of knowledge, attitude, and practice of Medicine and Pharmacy students concerning pharmacogenovigilance for drug safety is unavailable. Questionnaires that reported either pharmacovigilance or pharmacogenomics of Medicine and Pharmacy students are also infrequently seen and used on students (Elkalmi et al., 2011; Filiptsova et al., 2014). This research would focus on medicine and pharmacy students to identify their strength and weaknesses for the possibility of providing educational and concrete recommendations. This aimed at developing and reporting the psychometric properties of knowledge, attitude, and practice (KAP) on Pharmacogenovigilance in Drug Safety Questionnaire in final-year Medicine and Pharmacy Students: ba...

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confidence: 99%

Psychometric Properties of Knowledge, Attitude, and Practice on Pharmacogenovigilance in Drug Safety Questionnaire in Medicine and Pharmacy Students: based on Exploratory Factor Analysis

Yau¹,

Husain²,

Aziz³

et al. 2015

J App Pharm Sci

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“…A generalizability and decision study is the most appropriate way to analyse all interactions and error analyses around the 'true' score of the observation. The decision study provides quality analyses of the educational decision process (Auewarakul et al, 2005;Axelson & Kreiter, 2009;Bergus & Kreiter, 2007;Walters et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

An Online Management Information System for Objective Structured Clinical Examinations

Kropmans¹,

O'Donovan²,

Cunningham³

et al. 2011

CIS

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Objective Structured Clinical Examinations (OSCE) are adopted for high stakes assessment in medical education. Students pass through a series of timed stations demonstrating specific skills. Examiners observe and rate students using predetermined criteria. In most OSCEs low level technology is used to capture, analyse and produce results. We describe an OSCE Management Information System (OMIS) to streamline the OSCE process and improve quality assurance. OMIS captured OSCE data in real time using a Web 2.0 platform. We compared the traditional paper trail outcome with detailed real time analyses of separate stations. Using a paper trail version only one student failed the OSCE. However, OMIS identified nineteen possibly 'incompetent' students. Although there are limitations to the design of the study, the results are promising and likely to lead to defendable judgements on student performance.

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“…A very interesting study performed by Auewarakul et al where the correlations between different types of assessment were analysed, has found that OSCE scores had the most significant degree of relationship with other components such as MCQ and other types of Work-place based assessment than any other methods (Auewarakul, Downing, Jaturatamrong, & Praditsuwan, 2005). Nevertheless, Dong et al found that the second-and thirdyear OSCE scores were weakly correlated.…”

Section: Relationship To Other Variablesmentioning

confidence: 99%

Objective Structured Clinical Examination (OSCE) with Immediate Feedback in Early (Preclinical) Stages of the Dental Curriculum

Zarić¹,

Belfield²

2015

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The Objective Structured Clinical Examination (OSCE) is a test of skills, behaviour, attitudes and application of knowledge, which has been an integral part of medical and dental curricula since late 1970s. As a procedural exam, it has been successfully supplementing other outcome-oriented assessment methods in order to measure students' preparedness to practice. In addition to making a judgement about competence, the aim of assessment is to guide future learning and shape values. These added benefits can be harnessed by providing feedback on the students' performance and encouraging reflection. As a tool to reinforce or modify behaviour by focusing on actual performance (compared with the intended performance level), feedback is central to support cognitive and professional development, especially in the early stages of the clinical curriculum. OSCE with immediate feedback combines a work-based assessment method and a short, immediate feedback discussion with the examiner on the student's performance before they move to the next station. To get the most out of this modified assessment, it should be implemented early in the clinical curriculum. Giving feedback immediately after a task is an efficient learning method and valuable tool for improving student experience. The aim of this paper is to assess the validity and reliability of the OSCE with immediate feedback as an exciting and valuable learning opportunity for students and a revolutionary new informative assessment method for teachers.

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Sources of validity evidence for an internal medicine student evaluation system: an evaluative study of assessment methods

Cited by 54 publications

References 20 publications

Psychometric Properties of Knowledge, Attitude, and Practice on Pharmacogenovigilance in Drug Safety Questionnaire in Medicine and Pharmacy Students: based on Exploratory Factor Analysis

Psychometric Properties of Knowledge, Attitude, and Practice on Pharmacogenovigilance in Drug Safety Questionnaire in Medicine and Pharmacy Students: based on Exploratory Factor Analysis

An Online Management Information System for Objective Structured Clinical Examinations

Objective Structured Clinical Examination (OSCE) with Immediate Feedback in Early (Preclinical) Stages of the Dental Curriculum

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