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Developing a situational judgment test blueprint for assessing the non-cognitive skills of applicants to the University of Utah School of Medicine, the United States
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Jorie M. Colbert-Getz
, Karly Pippitt, Benjamin Chan - J Educ Eval Health Prof. 2015;12:51. Published online October 31, 2015
- DOI: https://doi.org/10.3352/jeehp.2015.12.51
- 31,226 View
- 218 Download
- 9 Web of Science
- 5 Crossref
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Abstract
PDF - Purpose
The situational judgment test (SJT) shows promise for assessing the non-cognitive skills of medical school applicants, but has only been used in Europe. Since the admissions processes and education levels of applicants to medical school are different in the United States and in Europe, it is necessary to obtain validity evidence of the SJT based on a sample of United States applicants. Methods: Ninety SJT items were developed and Kane’s validity framework was used to create a test blueprint. A total of 489 applicants selected for assessment/interview day at the University of Utah School of Medicine during the 2014-2015 admissions cycle completed one of five SJTs, which assessed professionalism, coping with pressure, communication, patient focus, and teamwork. Item difficulty, each item’s discrimination index, internal consistency, and the categorization of items by two experts were used to create the test blueprint. Results: The majority of item scores were within an acceptable range of difficulty, as measured by the difficulty index (0.50-0.85) and had fair to good discrimination. However, internal consistency was low for each domain, and 63% of items appeared to assess multiple domains. The concordance of categorization between the two educational experts ranged from 24% to 76% across the five domains. Conclusion: The results of this study will help medical school admissions departments determine how to begin constructing a SJT. Further testing with a more representative sample is needed to determine if the SJT is a useful assessment tool for measuring the non-cognitive skills of medical school applicants. -
Citations
Citations to this article as recorded by
- New Advances in Physician Assistant Admissions: The History of Situational Judgement Tests and the Development of CASPer
Shalon R. Buchs, M. Jane McDaniel
Journal of Physician Assistant Education.2021; 32(2): 87. CrossRef - The association between Situational Judgement Test (SJT) scores and professionalism concerns in undergraduate medical education
Gurvinder S. Sahota, Jaspal S. Taggar
Medical Teacher.2020; 42(8): 937. CrossRef - Exploring Behavioral Competencies for Effective Medical Practice in Nigeria
Adanna Chukwuma, Uche Obi, Ifunanya Agu, Chinyere Mbachu
Journal of Medical Education and Curricular Development.2020; 7: 238212052097823. CrossRef - Situational judgment test validity: an exploratory model of the participant response process using cognitive and think-aloud interviews
Michael D. Wolcott, Nikki G. Lobczowski, Jacqueline M. Zeeman, Jacqueline E. McLaughlin
BMC Medical Education.2020;[Epub] CrossRef - Computerized test versus personal interview as admission methods for graduate nursing studies: A retrospective cohort study
Koren Hazut, Pnina Romem, Smadar Malkin, Ilana Livshiz‐Riven
Nursing & Health Sciences.2016; 18(4): 503. CrossRef
- New Advances in Physician Assistant Admissions: The History of Situational Judgement Tests and the Development of CASPer
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Validation of a clinical critical thinking skills test in nursing
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Sujin Shin
, Dukyoo Jung, Sungeun Kim - J Educ Eval Health Prof. 2015;12:1. Published online January 27, 2015
- DOI: https://doi.org/10.3352/jeehp.2015.12.1
- 35,261 View
- 287 Download
- 5 Web of Science
- 9 Crossref
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Abstract
PDF
- Purpose
The purpose of this study was to develop a revised version of the clinical critical thinking skills test (CCTS) and to subsequently validate its performance. Methods: This study is a secondary analysis of the CCTS. Data were obtained from a convenience sample of 284 college students in June 2011. Thirty items were analyzed using item response theory and test reliability was assessed. Test-retest reliability was measured using the results of 20 nursing college and graduate school students in July 2013. The content validity of the revised items was analyzed by calculating the degree of agreement between instrument developer intention in item development and the judgments of six experts. To analyze response process validity, qualitative data related to the response processes of nine nursing college students obtained through cognitive interviews were analyzed. Results: Out of initial 30 items, 11 items were excluded after the analysis of difficulty and discrimination parameter. When the 19 items of the revised version of the CCTS were analyzed, levels of item difficulty were found to be relatively low and levels of discrimination were found to be appropriate or high. The degree of agreement between item developer intention and expert judgments equaled or exceeded 50%. Conclusion: From above results, evidence of the response process validity was demonstrated, indicating that subjects respondeds as intended by the test developer. The revised 19-item CCTS was found to have sufficient reliability and validity and will therefore represents a more convenient measurement of critical thinking ability. -
Citations
Citations to this article as recorded by- Meta-analysis in Physical Therapy Education Research
Mitch Wolden, Brent Hill, Sara Farquhar Voorhees
Journal of Physical Therapy Education.2019; 33(1): 78. CrossRef - Effects of a work-based critical reflection program for novice nurses
Yeon Hee Kim, Ja Min, Soon Hee Kim, Sujin Shin
BMC Medical Education.2018;[Epub] CrossRef - Measurement of critical thinking, clinical reasoning, and clinical judgment in culturally diverse nursing students – A literature review
Christine L. Sommers
Nurse Education in Practice.2018; 30: 91. CrossRef - Individual and School Factors Affecting Critical Thinking Ability among Nursing Students
Sujin Shin, Inhee Park, Eunhee Hwang, Dukyoo Jung, Kon Hee Kim
Korean Medical Education Review.2018; 20(1): 44. CrossRef - The Health Professions Education Pathway: Preparing Students, Residents, and Fellows to Become Future Educators
H. Carrie Chen, Maria A. Wamsley, Amin Azzam, Katherine Julian, David M. Irby, Patricia S. O'Sullivan
Teaching and Learning in Medicine.2017; 29(2): 216. CrossRef - Cultivating Critical Thinking Using Virtual Interactive Case Studies
Susan M. Burke
Journal of Pediatric Nursing.2017; 33: 94. CrossRef - Encouraging Critical Clinical Thinking (CCT) Skills in First-Year Veterinary Students
Duncan C. Ferguson, Leslie Klis McNeil, David J. Schaeffe, Eric M. Mills
Journal of Veterinary Medical Education.2017; 44(3): 531. CrossRef - Developing a Foundation for Interprofessional Education Within Nursing and Medical Curricula
Trisha Leann Horsley, Trent Reed, Keith Muccino, Donna Quinones, Viva Jo Siddall, Janet McCarthy
Nurse Educator.2016; 41(5): 234. CrossRef - Supervision in psychiatry
Joanna MacDonald, Pete M. Ellis
Current Opinion in Psychiatry.2012; 25(4): 322. CrossRef
- Meta-analysis in Physical Therapy Education Research
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