scholarly journals The Feasibility, Reliability, and Validity of a Program Director???s (Supervisor???s) Evaluation Form for Medical School Graduates

2005 ◽  
Vol 80 (10) ◽  
pp. 964-968 ◽  
Author(s):  
Steven J. Durning ◽  
Louis N. Pangaro ◽  
Linda L. Lawrence ◽  
Donna Waechter ◽  
John McManigle ◽  
...  
Keyword(s):  
Medical School ◽  
Reliability And Validity ◽  
Program Director ◽  
Evaluation Form

scholarly journals Development and Initial Validation of a Program Director's Evaluation Form for Medical School Graduates

2015 ◽  
Vol 180 (suppl_4) ◽  
pp. 97-103 ◽  
Author(s):  
Ting Dong ◽  
Steven J. Durning ◽  
William R. Gilliland ◽  
Kimberly A. Swygert ◽  
Anthony R. Artino
Keyword(s):  
Medical School ◽  
Core Competencies ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Survey Method ◽  
Good Reliability ◽  
Grade Point ◽  
Evaluation Form ◽  
Five Factors ◽  
And Performance

ABSTRACT Background: In the early 1990s, our group of interdepartmental academicians at the Uniformed Services University (USU) developed a PGY-1 (postgraduate year 1) program director evaluation form. Recently, we have revised it to better align with the core competencies established by the Accreditation Council for Graduate Medical Education. We also included items that reflected USU's military-unique context. Purpose: To collect feasibility, reliability, and validity evidence for our revised survey. Method: We collected PGY-1 data from program directors (PD) who oversee the training of military medical trainees. The cohort of the present study consisted of USU students graduating in 2010 and 2011. We performed exploratory factor analysis (EFA) to examine the factorial validity of the survey scores and subjected each of the factors identified in the EFA to an internal consistency reliability analysis. We then performed correlation analysis to examine the relationship between PD ratings and students' medical school grade point averages (GPAs) and performance on U.S. Medical Licensing Examinations Step assessments. Results: Five factors emerged from the EFA–—Medical Expertise, Military-unique Practice, Professionalism, System-based Practice, and Communication and Interpersonal Skills.” The evaluation form also showed good reliability and feasibility. All five factors were more strongly associated with students' GPA in the initial clerkship year than the first 2 years. Further, these factors showed stronger correlations with students' performance on Step 3 than other Step Examinations. Conclusions: The revised PD evaluation form seemed to be a valid and reliable tool to gauge medical graduates' first-year internship performance.

scholarly journals Using Qualitative Data From a Program Director's Evaluation Form as an Outcome Measurement for Medical School

2010 ◽  
Vol 175 (6) ◽  
pp. 448-452 ◽  
Author(s):  
Steven J. Durning ◽  
Janice Hanson ◽  
William Gilliland ◽  
John M. McManigle ◽  
Donna Waechter ◽  
...  
Keyword(s):  
Medical School ◽  
Qualitative Data ◽  
Outcome Measurement ◽  
Evaluation Form

scholarly journals Reliability and validity of interviewersʼ judgments of medical school candidates

1996 ◽  
Vol 71 (1) ◽  
pp. S40-2 ◽  
Author(s):  
P H Harasym ◽  
W Woloschuk ◽  
H Mandin ◽  
R Brundin-Mather
Keyword(s):  
Medical School ◽  
Reliability And Validity

Re-Examination of the Clinical Mental Status Examination

1979 ◽  
Vol 24 (8) ◽  
pp. 773-775 ◽  
Author(s):  
Morton S. Rapp
Keyword(s):  
Medical School ◽  
Mental Status ◽  
Clinical Utility ◽  
Reliability And Validity ◽  
Clinical Psychologists ◽  
Mental Function ◽  
Mental Status Examination

The traditional “mental status examination”, as taught in medical school, is critically reviewed. The disparity between what is practised and what is preached, is outlined. Specific tests alleged to give information about mental function are discussed, and their clinical utility is found to be debatable. It is concluded that the reliability and validity of the mental status examination would be well worth testing. Alternatively, more use should be made of standarized tests which are now in the hands of clinical psychologists.

scholarly journals Team-Based Learning Student Assessment Instrument (TBL-SAI) for measuring the effectiveness of TBL in a Saudi Medical School: Psychometric Analysis and differences by academic years

2019 ◽  
Author(s):  
Mutasim E Ibrahim
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Assessment ◽  
Reliability And Validity ◽  
Principal Component ◽  
Factor Loading ◽  
Assessment Instrument ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Team Based Learning

Abstract Background Increasing the use of Team Based Learning (TBL) in health profession education reinforce the need to develop a proper instrument for measuring the applicability of this method. This study aimed to examine the psychometric properties of TBL-SAI and the mean score of instrument subscales by the different academic year of the students. Methods Across-sectional study was conducted at the University of Bisha, College of Medicine (UBCOM), Saudi Arabia. Medical students from second to fourth were included in the study. Participants were completed the TBL-SAI items to measure three subscales of accountability, preference for a lecture or TBL and satisfaction. Cronbach’s alpha, factor analysis, were checked the reliability and validity of the instrument. A principal component analysis (PCA) with varimax rotation was conducted on each subscale. ANOVA analyzed the TBL effectiveness related to the different years of medical school. Results Cronbach’s alpha was 0.798 and factor loading was greater than 0.40 for all the items, indicating the reliability and validity of the scale. In a PCA, accountability items generated two factors with loading >0.40, except items one and four. All preference and satisfaction items have factors loading > 0.40. Fourth-year students’ obtained significant highest mean scores for accountability (p=0.0.49), preferences (p=0.001) and satisfaction (p<0.001) compared to third and second years students. Conclusions TBL-SAI is a sound tool to measure the favor of TBL among medical students. Longitudinal studies are recommended to bring a clear picture of the effectiveness of TBL in UBCOM.

scholarly journals Benefits and Feasibility of Using Videos to Assess Medical School Applicants’ Empathetic Abilities in Multiple Mini Interviews

2020 ◽  
Author(s):  
Kyong-Jee Kim ◽  
Nam Young Lee ◽  
Bum Sun Kwon
Keyword(s):  
Construct Validity ◽  
Medical School ◽  
Video Clip ◽  
Reliability And Validity ◽  
Perceived Difficulty ◽  
And Performance ◽  
Candidate Perceptions ◽  
Relationship Of ◽  
Doctor Communication ◽  
The Relationship

Abstract Purpose We sought to evaluate the feasibility and benefits of using video-based scenarios in Multiple Mini Interviews (MMIs) to assess candidate’s empathic abilities by investigating candidate perceptions and the acceptability, fairness, reliability, and validity of the test. Methods The study sample was candidates for admission interviews held in the MMI format at a medical school in South Korea. In this six-station MMI, one station included a 2-min video clip of a patient-doctor communication scenario to assess candidate emphatic abilities, whereas paper-based scenarios were used in the other stations. Candidate’s perceptions and acceptability of using the video-based scenario in the empathy station were examined using a 41-item post-MMI questionnaire. Fairness of the test was assessed by means of differences in candidate perceptions and performance across different demographics or backgrounds. Construct validity was assessed by examining the relationship of candidate performances in the empathy station with those in other stations. The G-coefficient was analyzed to estimate the reliability of the test. Results Eighty-two questionnaires were returned, a 97.6% response rate. Candidates showed overall positive perceptions of the video-based scenario and they found it authentic and interesting. The test was fair as there were no differences in candidates’ perceptions of the patient-doctor relationship presented in the video clip and neither in their performance nor in their perceived difficulty of the station across demographics or backgrounds. Construct validity was established as candidate performance in the empathy station was not associated with that of any other stations. The G-coefficient was 0.74. Conclusions The present study demonstrates that the video-based scenario is a feasible tool to assess candidate’s empathy in the MMI.

scholarly journals The Reliability and Validity of the American Board of Internal Medicine Monthly Evaluation Form

2003 ◽  
Vol 78 (11) ◽  
pp. 1175-1182 ◽  
Author(s):  
Steven J. Durning ◽  
Lannie J. Cation ◽  
Jeffrey L. Jackson
Keyword(s):  
Internal Medicine ◽  
Reliability And Validity ◽  
Evaluation Form

scholarly journals Development and Initial Validation of a Program Director's Evaluation Form for Third-Year Residents

2015 ◽  
Vol 180 (suppl_4) ◽  
pp. 104-108 ◽  
Author(s):  
Anthony R. Artino ◽  
Ting Dong ◽  
David F. Cruess ◽  
William R. Gilliland ◽  
Steven J. Durning
Keyword(s):  
Medical School ◽  
Internal Consistency ◽  
Core Competencies ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Grade Point ◽  
Medical Expertise ◽  
Usmle Step ◽  
And Performance ◽  
Evaluation Survey

ABSTRACT Background: Using a previously developed postgraduate year (PGY)-1 program director's evaluation survey, we developed a parallel form to assess more senior residents (PGY-3). The PGY-3 survey, which aligns with the core competencies established by the Accreditation Council for Graduate Medical Education, also includes items that reflect our institution's military-unique context. Purpose: To collect feasibility, reliability, and validity evidence for the new PGY-3 evaluation. Methods: We collected PGY-3 data from program directors who oversee the education of military residents. The current study's cohort consisted of Uniformed Services University of the Health Sciences students graduating in 2008, 2009, and 2010. We performed exploratory factor analysis (EFA) to examine the internal structure of the survey and subjected each of the factors identified in the EFA to an internal consistency reliability analysis. We then performed correlation analysis to examine the relationships between PGY-3 ratings and several outcomes: PGY-1 ratings, cumulative medical school grade point average (GPA), and performance on U.S. Medical Licensing Examinations (USMLE) Step 1, Step 2 Clinical Knowledge, and Step 3. Results: Of the 510 surveys we distributed, 388 (76%) were returned. Results from the EFA suggested four factors: “Medical Expertise,” “Professionalism,” “Military-unique Practice,” and “Systems-based Practice.” Scores on these four factors showed good internal consistency reliability, as measured by Cronbach's α (α ranged from 0.92 to 0.98). Further, as expected, “Medical Expertise” and “Professionalism” had small to moderate correlations with cumulative medical school GPA and performance on the USMLE Step examinations. Conclusions: The new program director's evaluation survey instrument developed in this study appears to be feasible, and the scores that emerged have reasonable evidence of reliability and validity in a sample of third-year residents.

scholarly journals DEVELOPMENT AND VALIDATION OF INSTRUMENT TO MEASURE THE CHARACTERISTICS OF A HEALTHY ROLE-MODEL IN MEDICAL SCHOOL

2021 ◽  
Vol 10 (2) ◽  
pp. 140
Author(s):  
Michael Andreas Leman ◽  
Mora Claramita ◽  
Gandes Retno Rahayu
Keyword(s):  
Medical School ◽  
Role Models ◽  
Structural Equation ◽  
Role Model ◽  
Critical Role ◽  
Reliability And Validity ◽  
Path Model ◽  
Equation Modeling ◽  
Medical Teacher ◽  
Good Reliability

Background: A medical teacher as a healthy role-model has a critical role in supporting health promotion effectiveness in medical school. However, an instrument to measure the characteristics of the medical teacher as a healthy role-models is unavailable. This study aimed to develop and validate a questionnaire to evaluate these characteristics by analyzing a model from previous grounded theory.Methods: A total of 442 medical teachers at the Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, were invited to participate. We used hierarchical component models (HCMs) to develop our path model. A partial least squares structural equation modeling (PLS-SEM) were then used to analyze this model.Results: Twenty-six items from seven constructs supports our model. The construct of socially healthy (SH) has the most substantial effect on constructing healthy people's characteristics (H). The constructs of healthy role-models (HRM) in medical schools are mainly influenced by healthy people characteristic (H).Conclusion: A questionnaire with 26 items grouped in these seven constructs showed good reliability and validity. Seven constructs have relevance to the characteristics of a healthy role-model in the medical school model.

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