Can Script Concordance Testing Be Used in Nursing Education to Accurately Assess Clinical Reasoning Skills?

2014 ◽  
Vol 53 (5) ◽  
pp. 281-286 ◽  
Author(s):  
Tyia Dawson ◽  
Linda Comer ◽  
Mark A. Kossick ◽  
Judy Neubrander
Keyword(s):  
Nursing Education ◽  
Clinical Reasoning ◽  
Script Concordance ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

The Use of a Modified Script Concordance Test in Clinical Rounds to Foster and Assess Clinical Reasoning Skills

2021 ◽  
Author(s):  
Jordan D. Tayce ◽  
Ashley B. Saunders
Keyword(s):  
Clinical Reasoning ◽  
Assessment For Learning ◽  
Learning Activity ◽  
Free Text ◽  
Valuable Insight ◽  
Script Concordance Test ◽  
Concordance Test ◽  
Script Concordance ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

The development of clinical reasoning skills is a high priority during clinical service, but an unpredictable case load and limited time for formal instruction makes it challenging for faculty to foster and assess students’ individual clinical reasoning skills. We developed an assessment for learning activity that helps students build their clinical reasoning skills based on a modified version of the script concordance test (SCT). To modify the standard SCT, we simplified it by limiting students to a 3-point Likert scale instead of a 5-point scale and added a free-text box for students to provide justification for their answer. Students completed the modified SCT during clinical rounds to prompt a group discussion with the instructor. Student feedback was positive, and the instructor gained valuable insight into the students’ thought process. A modified SCT can be adopted as part of a multimodal approach to teaching on the clinic floor. The purpose of this article is to describe our modifications to the standard SCT and findings from implementation in a clinical rounds setting as a method of formative assessment for learning and developing clinical reasoning skills.

Using the Script Concordance Test to Evaluate Clinical Reasoning Skills in Psychiatry

2016 ◽  
Vol 41 (1) ◽  
pp. 86-90 ◽  
Author(s):  
François Kazour ◽  
Sami Richa ◽  
Marouan Zoghbi ◽  
Wissam El-Hage ◽  
Fady G. Haddad
Keyword(s):  
Clinical Reasoning ◽  
Script Concordance Test ◽  
Concordance Test ◽  
Script Concordance ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

scholarly journals OUTCOME PRESENT TEST METHOD (OPT) IMPROVE THE SATISFACTION OF CLINICAL REASONING STUDENT PROFESSION IN MEDICAL NURSING SURGERY STAGE

2017 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Asbath Said ◽  
Dwi Wulandari Ningtias
Keyword(s):  
Nursing Education ◽  
Student Satisfaction ◽  
Clinical Reasoning ◽  
Process Model ◽  
Peer Learning ◽  
Test Method ◽  
Test Model ◽  
Present Test ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Nursing clinical education is an instrument in improving the clinical reasoning skills of students. One of learning models of clinical reasoning that is used to improve clinical reasoning skills in nursing education is the Outcome-Present Test Model (OPT). OPT is a nursing process model that is designed to develop the skills of learners’ clinical reasoning and the focus of the model are the results (outcomes) and thinking behind (backward) to change the client from his health status at this time (the present state) to the desired state (outcome ). In other words, a very simple model that consists of only 1 (one) page makes the learning improving clinical reasoning skills more easily and reduce the element of copy and paste in the documentation. While peer learning is an effective strategy to address the problem in which the students will be divided into several groups of 2-3 students.To obtain the result, this learning model uses research development method with the respondents 10 clinics and institutions preceptor and 30 students who practice in medical surgical nursing stase.The research results shows the level of student satisfaction after using Outcome-Present Test (OPT)-peer learning for 4 weeks, it affected with the value of α: 0,001. By using this model, not just a clinical reasoning that they get but they also will understand about how to use the diagnosis of NANDA, NIC and NOC. The next suggestion, this model can be a format in clinical learning in other departments.

scholarly journals The Reliability and Validity of a Paediatric Script Concordance Test with Medical Students, Paediatric Residents and Experienced Paediatricians

2010 ◽  
Vol 1 (2) ◽  
pp. e89-e95
Author(s):  
Jean-Francois Lemay ◽  
Tyrone Donnon ◽  
Bernard Charlin
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Test Performance ◽  
Reliability And Validity ◽  
Test Format ◽  
Scoring Method ◽  
Internal Reliability ◽  
Script Concordance ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Background: The Script Concordance (SC) approach was used as an alternative test format to measure the presence of knowledge organization reflective in one’s clinical reasoning skills (i.e., diagnostic, investigation and treatment knowledge).Methods:  The present study investigated the reliability and validity of a 40-item paediatric version of the SC test with three groups representing 53 medical students (novices), 42 paediatric residents (intermediates) and 11 paediatricians (experts).Results:  A comparison between scoring techniques based on experts’ ratings of the items showed internal reliability coefficients from .74 for the one-best answer up to .78 for alternative scoring techniques.  An ANOVA showed an increase in test performance from medical students through to expert paediatricians (F(2,103) = 84.05, p < .001), but did not differentiate between the postgraduate year 1 to 3 paediatric residents.  A large effect size (Cohen’s d) difference of 1.06 was found between medical students and residents total SC test scores.Conclusions:  These results support other findings indicating the SC test format can be used to differentiate between the clinical reasoning skills of novices, intermediates and experts in paediatrics.  An alternative scoring method that includes one best answer and partial marks was also supported for grading SC test items.

Virtual Patient Simulation Training in Graduate Dysphagia Management Education—A Research-Led Enhancement Targeting Development of Clinical Interviewing and Clinical Reasoning Skills

2016 ◽  
Vol 1 (13) ◽  
pp. 130-139
Author(s):  
Isaac Sia ◽  
Shivashankar Halan ◽  
Benjamin Lok ◽  
Michael A. Crary
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Clinical Reasoning ◽  
Clinical Education ◽  
Simulation Training ◽  
Virtual Patient ◽  
Conversational Agents ◽  
Clinical Interviewing ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Access to patients for clinical education is a challenge for educators and students across all health care professions. Led by colleagues in medical and nursing education, health care educators have increasingly embraced new teaching technologies such as virtual patient (VP) simulation training to support certain aspects of clinical education. This paper presents an account of the systematic, multi-year, research-led incorporation of computer generated virtual humans (i.e., embodied conversational agents) in a dysphagia management course targeting development of clinical interviewing and clinical reasoning skills in graduate speech-language pathology students.

Multicentered Study Evaluating Pharmacy Students’ Perception of Palliative Care and Clinical Reasoning Using Script Concordance Testing

2018 ◽  
Vol 35 (11) ◽  
pp. 1394-1401
Author(s):  
Rabia S. Atayee ◽  
Kashelle Lockman ◽  
Cara Brock ◽  
Daniel T. Abazia ◽  
Tracy L. Brooks ◽  
...  
Keyword(s):  
Palliative Care ◽  
Clinical Reasoning ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Pharmacy Students ◽  
Significant Difference ◽  
Before And After ◽  
Script Concordance ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Introduction: As the role of the pharmacist on the transdisciplinary palliative care team grows, the need for adequate instruction on palliative care and clinical reasoning skills in schools of pharmacy grows accordingly. Methods: This study evaluates second- and third-year pharmacy students from 6 accredited schools of pharmacy that participated in surveys before and after the delivery of a didactic palliative care elective. The survey collected student demographics, perceptions of the importance of and student skill level in palliative care topics. The script concordance test (SCT) was used to assess clinical decision-making skills on patient cases. Student scores on the SCT were compared to those of a reference panel of experts. Results: A total of 89 students completed the pre-/postsurveys and were included in data analysis. There was no statistically significant difference in student perceived importance of palliative care skills before and after the elective. Students from all 6 institutions showed significant increase in confidence in their palliative care skills at the end of the course. There was also a significant improvement across all institutions in clinical reasoning skills in most of the SCT questions used to assess these skills. Conclusions: Students choosing an elective in palliative care likely do so because they already have an understanding of the importance of these topics in their future practice settings. Delivery of a palliative care elective in the pharmacy curriculum significantly increases both student confidence in their palliative care skills and their clinical reasoning skills in these areas.

scholarly journals Individual versus Team-Based responses to Script Concordance Test in Teaching Clinical Reasoning

2021 ◽  
Author(s):  
Enjy Abouzeid ◽  
Moataz Sallam
Keyword(s):  
Clinical Reasoning ◽  
Phase 1 ◽  
Script Concordance Test ◽  
Implementation Phase ◽  
Evaluation Phase ◽  
Team Based Learning ◽  
Concordance Test ◽  
Script Concordance ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Abstract Introduction: Although clinical competence is multi-dimensional and should be acquired by each medical student, but most students learn clinical reasoning skills informally in clinical rotations. Accordingly, A prospective quasi-experimental study was conducted aiming to evaluate the merging of Script Concordance Test (SCT) and Team Based Learning (TBL) as a teaching/learning approach in clinical setting for medical students. Methodology: The study ran in three phases. Phase 1 (preparatory phase) involved students’ preparation and preparation of SCT. Phase 2 (implementation phase) included application of individual and team SCT (iSCT and tSCT respectively). Phase 3 (evaluation phase) compared score results and obtained students’ feedback.Results: Significant differences existed when comparing individual students’ response or students’ teams’ responses with experts scores. However, the use of the SCT/TBL approach had improved the clinical reasoning skills of the students in some vignettes and helped the lower achievers through the tSCT. The students found the approach appropriate for teaching or formatively assessing clinical reasoning. It helped them to discuss, correct their mistakes and improve their problem solving and reasoning skills. Conclusion: team-based learning improved students’ responses, especially the lower achievers, to script concordance test. SCT/TBL approach can be used to teach clinical reasoning for undergraduate students.

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