Validity as a social imperative for assessment in health professions education: a concept analysis

Marceau, Mélanie; Gallagher, Frances; Young, Meredith; St‐Onge, Christina

doi:10.1111/medu.13574

Cited by 29 publications

(31 citation statements)

References 47 publications

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“…The potential of longitudinal data sources is considerable, and leads us to echo Marceau et al. 's calls for greater support of those responsible for assessment management and monitoring, not only on the ground at each local centre, but also in linking to national data repositories and research networks.…”

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confidence: 92%

“…In this issue of Medical Education , Marceau and colleagues’ concept analysis explores and delineates ‘validity as a social imperative’ by delving into the literature on assessment in health care professions education (HPE) . Marceau et al.…”

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confidence: 99%

“…tease out the usage of this multifaceted concept, how it is characterised and what led to its emergence in this form, and consider what the consequences of the concept might be. They conclude that some of the findings stretch or exceed the limits of traditional validity frameworks; these include the responsibility of HPE to anticipate the ‘consequences of assessment decisions for individuals and society’ and to accommodate ‘society's increasing concern about the validity of assessment’ …”

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confidence: 99%

“…In this issue of Medical Education, Marceau and colleagues' concept analysis explores and delineates 'validity as a social imperative' by delving into the literature on assessment in health care professions education (HPE). 1 Marceau et al tease out the usage of this multifaceted concept, how it is characterised and what led to its emergence in this form, and consider what the consequences of the concept might be. They conclude that some of the findings stretch or exceed the limits of traditional validity frameworks; these include the responsibility of HPE to anticipate the 'consequences of assessment decisions for individuals and society' and to accommodate 'society's increasing concern about the validity of assessment'.…”

mentioning

confidence: 99%

“…They conclude that some of the findings stretch or exceed the limits of traditional validity frameworks; these include the responsibility of HPE to anticipate the 'consequences of assessment decisions for individuals and society' and to accommodate 'society's increasing concern about the validity of assessment'. 1 Reading the study, we were struck by the influence of 'validity as a social imperative' on the medical school admissions process. Around the world, entry to medical school characterises a high-stakes assessment, arguably the higheststakes assessment a doctor will undertake in his or her career.…”

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confidence: 99%

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Satisfying the hydra: the social imperative in medical school admissions

Alexander

Cleland

2018

Med Educ

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confidence: 92%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Satisfying the hydra: the social imperative in medical school admissions

Alexander

Cleland

2018

Med Educ

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Multi‐institutional Implementation of the National Clinical Assessment Tool in Emergency Medicine: Data From the First Year of Use

Hiller

Jung

Lawson

et al. 2020

AEM Education and Training

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Objectives: Uniformly training physicians to provide safe, high-quality care requires reliable assessment tools to ensure learner competency. The consensus-derived National Clinical Assessment Tool in Emergency Medicine (NCAT-EM) has been adopted by clerkships across the country. Analysis of large-scale deidentified data from a consortium of users is reported.Methods: Thirteen sites entered data into a Web-based platform resulting in over 6,400 discrete NCAT-EM assessments from 748 students and 704 assessors. Reliability, internal consistency analysis, and factorial analysis of variance for hypothesis generation were performed.Results: All categories on the NCAT-EM rating scales and professionalism subdomains were used. Clinical rating scale and global assessment scores were positively skewed, similar to other assessments commonly used in emergency medicine (EM). Professionalism lapses were noted in <1% of assessments. Cronbach's alpha was >0.8 for each site; however, interinstitutional variability was significant. M4 students scored higher than M3 students, and EM-bound students scored higher than non-EM-bound students. There were site-specific differences based on number of prior EM rotations, but no overall association. There were differences in scores based on assessor faculty rank and resident training year, but not by years in practice. There were site-specific differences based on student sex, but overall no difference.Conclusions: To our knowledge, this is the first large-scale multi-institutional implementation of a single clinical assessment tool. This study demonstrates the feasibility of a unified approach to clinical assessment across multiple diverse sites. Challenges remain in determining appropriate score distributions and improving consistency in scoring between sites.F uture physicians must be trained to provide safe, high-quality care in every specialty, at every school. 1 Reliable assessment tools are needed to ensure that learners are competent. Despite requirements by regulatory bodies, clinical assessments in undergraduate medical clerkships are imprecise, unreliable, highly variable, lacking in validity evidence, and not comparable between sites, ultimately jeopardizing the quality and safety of patient care. [2][3][4][5][6][7][8][9] With the shift toward competency-based assessment, multiple initiatives have been aimed at measuring clinical performance. 10,11 Within emergency medicine

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