Abstract
Background: Development of professional behaviours begins early in medical school. The professionalism assessment tools used during the pre-clinical yeas of medical require robust evaluation of validity and reliability to ensure
standardisation across assessors and assessment settings. This evaluation of the pre-clinical assessment tools is important to ensure students receive accurate and reliable feedback on their developing professional behaviours, over
the various different learning contexts. Here, retrospective analysis of professionalism assessment data among medical students was conducted in two different learning situations, one was a problem-based learning group (PBL) the other was during student clinical placement (CP).
Aim: The aim of this research is to explore the agreement of the professionalism assessment in the different learning situations.
Methods: Data was collected by 7 different tutors from 7 PBL groups and by 11 nurse-educators on CP for 105 graduate entry medical students during their pre-clinical year of a graduate entry medical degree. Agreement between two PBL
and CP assessment scores, and 95% limits of agreement for each comparison was evaluated with Bland-Altman analysis. Difference between the assessment scores was then regressed on the average of the two scores.
Results: There was a high level of agreement between scores in PBL and CP [Mean 0.4301; 95% limit 0.241 - 0.619). The agreement was minimum among the scores of low performing student’s. Among the five domains of professionalism
assessment tools ‘accountability' exhibited the least agreement. [Mean 0.05; 95% limit 0.022 - 0.079).
Conclusion: The high level of agreement between professionalism assessment scores in CAPs and CP supports the use of professional assessment in both situations within the pre-clinical year. However, among the assessment items
'accountability' items needs reviewing to improve overall accuracy and reliability of professionalism assessment tool.
standardisation across assessors and assessment settings. This evaluation of the pre-clinical assessment tools is important to ensure students receive accurate and reliable feedback on their developing professional behaviours, over
the various different learning contexts. Here, retrospective analysis of professionalism assessment data among medical students was conducted in two different learning situations, one was a problem-based learning group (PBL) the other was during student clinical placement (CP).
Aim: The aim of this research is to explore the agreement of the professionalism assessment in the different learning situations.
Methods: Data was collected by 7 different tutors from 7 PBL groups and by 11 nurse-educators on CP for 105 graduate entry medical students during their pre-clinical year of a graduate entry medical degree. Agreement between two PBL
and CP assessment scores, and 95% limits of agreement for each comparison was evaluated with Bland-Altman analysis. Difference between the assessment scores was then regressed on the average of the two scores.
Results: There was a high level of agreement between scores in PBL and CP [Mean 0.4301; 95% limit 0.241 - 0.619). The agreement was minimum among the scores of low performing student’s. Among the five domains of professionalism
assessment tools ‘accountability' exhibited the least agreement. [Mean 0.05; 95% limit 0.022 - 0.079).
Conclusion: The high level of agreement between professionalism assessment scores in CAPs and CP supports the use of professional assessment in both situations within the pre-clinical year. However, among the assessment items
'accountability' items needs reviewing to improve overall accuracy and reliability of professionalism assessment tool.
| Original language | English |
|---|---|
| Pages | 128 |
| Number of pages | 1 |
| Publication status | Published - Jul 2021 |
| Event | Australian & New Zealand Association for Health Professional Educators Conference 2021 - virtual conference Duration: 6 Jul 2021 → 17 Jul 2021 https://eventstudio.eventsair.com/anzahpe-2021/ https://anzahpe.org/2021-conference https://az659834.vo.msecnd.net/eventsairaueprod/production-eventstudio-public/ca97935aae4a4c068cb7b8a58e22df45 (Abstract Book) |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators Conference 2021 |
|---|---|
| Abbreviated title | ANZAHPE 2021 |
| City | virtual conference |
| Period | 6/07/21 → 17/07/21 |
| Other | ANZAHPE Festival 2021 Theme: Moving forward in ambiguity |
| Internet address |