Validity of a new assessment rubric for a short-answer test of clinical reasoning

Yeung, Euson; Kulasagarem, Kulamakan; Woods, Nicole N.; Dubrowski, Adam; Hodges, Brian; Carnahan, Heather

doi:10.1186/s12909-016-0714-1

Cited by 10 publications

(10 citation statements)

References 30 publications

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“…Focusing specifically on PT, several studies highlight the relevance of having valid and reliable instruments to assess clinical competencies in different training contexts [ 51 , 52 ]. Thus, recent studies show adequate interrater reliability in the application of a rubric designed to assess undergraduate students’ use of different therapies for musculoskeletal disorders [ 53 ], the moderate internal validity of a rubric—Case History Assessment Tool (CHAT)—to assess clinical reasoning in graduates [ 54 ], or the adequate reliability and validity of a rubric—Measurement Tool for Clinical Competencies in PT (MTCCP)—designed to evaluate clinical competencies in a professional context [ 55 ].…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction

Ros

Ruescas-Nicolau

Cezón‐Serrano

et al. 2021

IJERPH

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One of the main challenges faced by physical therapy (PT) students is to learn the practical skills involved in neurological physical therapy (PT). To help them to acquire these skills, a set of rubrics were designed for formative purposes. This paper presents the process followed in the creation of these rubrics and their application in the classroom, noting that students perceived them as valid, reliable, and highly useful for learning. The perception of the validity and usefulness of the rubrics has different closely related dimensions, showing homogeneous values across the students´ sociodemographic and educational variables, with the exception of dedication to studying, which showed a significant relationship with schoolwork engagement and course satisfaction. The adequacy of the hypothesized structural model of the relationships among the variables was confirmed. Direct effects of the perception of the rubrics’ validity and engagement on course satisfaction were found, as well as direct effects of the assessment of the usefulness of the rubrics on schoolwork engagement and indirect effects on course satisfaction through this latter variable. The results are discussed taking into account the conclusions of previous research and different instructional implications.

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Section: Introductionmentioning

confidence: 99%

Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction

Ros

Ruescas-Nicolau

Cezón‐Serrano

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Some studies support the qualitative approach, which, through exhaustive interviews and focus groups, provide an enriching perspective for the identification of the thematic categories about the competencies of a specific field within physiotherapy to select the clinical interventions of the experts [23]. Other authors use quantitative methods, such as questionnaires [24], application of the Generalizability Theory [25] and mixed approaches [7]. The Delphi method for information gathering used in the present study is the most widely used in the field of Health Sciences [26,27].…”

Section: Discussionmentioning

confidence: 99%

Rubric for the evaluation of competencies in traumatology in the Degree of Physiotherapy: Delphi approach

et al. 2021

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Background In health professions, the curriculum that must be met in order to obtain the academic certificate is based on the development of the so-called competencies. The broad content of the Practicum of the Degree of Physiotherapy has led to the creation of multiple types of evaluation, which makes it difficult for faculty members to reach a consensus on competencies. The aim of this study was to develop and validate content of a rubric for the evaluation of acquired competencies related to physiotherapeutic performance and intervention in traumatology within the Practicum of the Degree of Physiotherapy. Methods Following the Delphi methodology, a group of experts from all over the Spanish territory participated in the study. Through on-line questionnaires, several sequential rounds were established, alternated by controlled feedback until obtaining a consensus in the opinion of the experts, which allowed elaborating the final rubric. Results Initially, 16 experts were contacted, of whom 10 worked and completed the final content of the rubric. For the 3 rounds that were conducted, the initial 142 interventions of the initial proposition, which correspond to specific competencies, were reduced to the final 29 items that compose the specific evaluation rubric presented in this study. Conclusions This rubric is an evaluation instrument with valid content for the assessment of specific competencies of Traumatology in the Practicum of the Degree of Physiotherapy.

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“…Validity is an indispensable feature in terms of defending the comments and decisions reached as a result of the evaluation [ 10 , 18 ]. It is particularly important to demonstrate the validity of the decisions at the end of the certification exams because the inadequate success of candidates with insufficient competencies will have undesirable consequences for candidates, institutions and healthcare provided [ 64 ]. Therefore, the more "yes" answers given to questions that match the validity, the higher the validity of the exam will be.…”

Section: Discussionmentioning

confidence: 99%

How to perform an excellent radiology board examination: a web-based checklist

et al. 2021

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Background Board exams are now considered as means of quality procedures that aim to keep the professional knowledge and skills of the physicians at the highest level. In addition, for an assessment to be scientifically valid, it has to be done within defined standards. Although there are different sources in this field, there is a need for a resource that details the steps required for the examinations to be performed perfectly, brings descriptions of the reasons for the procedure and associates the steps with assessment standards. Experts with national and international experience both in radiology and medical education contributed to the preparation of this checklist. Results The guide includes 174 elements to consider before, after the exam order and examination. From the perspective of assessment standards, it has been observed that the steps to be considered before the exam have a greater impact on the validity and reliability of the exam. The standard in which the questions are most associated was validity with 117 (67.24%) questions. Conclusions We think that our guide, which will be accessible in the web environment, will be useful to the teams with a development goal or just start the exam, the candidates who will take the exam and the examiners.

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Validity of a new assessment rubric for a short-answer test of clinical reasoning

Cited by 10 publications

References 30 publications

Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction

Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction

Rubric for the evaluation of competencies in traumatology in the Degree of Physiotherapy: Delphi approach

How to perform an excellent radiology board examination: a web-based checklist

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