Evaluating the complementary roles of an SJT and academic assessment for entry into clinical practice

Autor: David Good, John C. McLachlan, Helena Edwards, Fran Cousans, Fiona Patterson, Kim Walker
Přispěvatelé: Apollo - University of Cambridge Repository
Rok vydání: 2017
Předmět:
Adult
Male
Predictive validity
Percentile
Educational measurement
Supervisor ratings
020205 medical informatics
Situational judgement tests
Judgement
02 engineering and technology
Test validity
Education
Judgment
03 medical and health sciences
0302 clinical medicine
Predictive Value of Tests
0202 electrical engineering
electronic engineering
information engineering
Humans
Medicine
School Admission Criteria
030212 general & internal medicine
Situational ethics
business.industry
Racial Groups
Academic attainment
Reproducibility of Results
Foundation (evidence)
General Medicine
A300
Trainee physicians
Achievement
United Kingdom
Education
Medical
Graduate
Predictive value of tests
In-role performance
Female
Clinical Competence
Educational Measurement
business
Social psychology
Clinical psychology
Zdroj: Advances in health sciences education, 2017, Vol.22(2), pp.401-413 [Peer Reviewed Journal]
ISSN: 1573-1677
1382-4996
DOI: 10.1007/s10459-017-9755-4
Popis: Although there is extensive evidence confirming the predictive validity of situational judgement tests (SJTs) in medical education, there remains a shortage of evidence for their predictive validity for performance of postgraduate trainees in their first role in clinical practice. Moreover, to date few researchers have empirically examined the complementary roles of academic and non-academic selection methods in predicting in-role performance. This is an important area of enquiry as despite it being common practice to use both types of methods within a selection system, there is currently no evidence that this approach translates into increased predictive validity of the selection system as a whole, over that achieved by the use of a single selection method. In this preliminary study, the majority of the range of scores achieved by successful applicants to the UK Foundation Programme provided a unique opportunity to address both of these areas of enquiry. Sampling targeted high (>80th percentile) and low (
Databáze: OpenAIRE
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