Claudia Kiessling1, Johannes Bauer2, Martin Gartmeier2, Peter Iblher3, Gudrun Karsten4, Jan Kiesewetter5, Grit E Moeller4, Anne Wiesbeck2, Michaela Zupanic6, Martin R Fischer5. 1. Institut für Didaktik und Ausbildungsforschung in der Medizin am Klinikum der Universität München, Germany; Assessment Department, Brandenburg Medical School Theodor Fontane, Germany. Electronic address: claudia.kiessling@mhb-fontane.de. 2. TUM School of Education, Technische Universität München, Germany. 3. Department of Anesthesiology, Universitätsklinikum Schleswig-Holstein, Germany. 4. Centre for Medical Education, Deańs Office of Education, Christian-Albrechts-Universität zu Kiel, Germany. 5. Institut für Didaktik und Ausbildungsforschung in der Medizin am Klinikum der Universität München, Germany. 6. Office for Student Affairs, Fakultät für Gesundheit, Universität Witten/Herdecke, Germany.
Abstract
OBJECTIVE: To develop a computer-based test (CBT) measuring medical students' communication skills in the field of shared decision making (SDM) and to evaluate its construct validity. METHODS: The CBT was developed in the context of an experimental study comparing three different trainings for SDM (including e-learning and/or role-play) and a control group. Assessment included a CBT (Part A: seven context-poor questions, Part B: 15 context-rich questions) and interviews with two simulated patients (SP-assessment). Cronbach's α was used to test the internal consistency. Correlations between CBT and SP-assessment were used to further evaluate construct validity of the CBT. RESULTS: Seventy-two students took part in the study. Mean value for the CBT score was 72% of the total score. Cronbach's α was 0.582. After eliminating three items, Cronbach's α increased to 0.625. Correlations between the CBT and SP-assessment were low to moderate. The control group scored significantly lower than the training settings (p<0.001). CONCLUSION: The CBT was reliable enough to test for group differences. For summative assessment purposes, considerably more questions would be needed. PRACTICE IMPLICATIONS: We encourage teachers who particularly work with large student numbers to consider CBT as a feasible assessment method for cognitive aspects of communication skills.
OBJECTIVE: To develop a computer-based test (CBT) measuring medical students' communication skills in the field of shared decision making (SDM) and to evaluate its construct validity. METHODS: The CBT was developed in the context of an experimental study comparing three different trainings for SDM (including e-learning and/or role-play) and a control group. Assessment included a CBT (Part A: seven context-poor questions, Part B: 15 context-rich questions) and interviews with two simulated patients (SP-assessment). Cronbach's α was used to test the internal consistency. Correlations between CBT and SP-assessment were used to further evaluate construct validity of the CBT. RESULTS: Seventy-two students took part in the study. Mean value for the CBT score was 72% of the total score. Cronbach's α was 0.582. After eliminating three items, Cronbach's α increased to 0.625. Correlations between the CBT and SP-assessment were low to moderate. The control group scored significantly lower than the training settings (p<0.001). CONCLUSION: The CBT was reliable enough to test for group differences. For summative assessment purposes, considerably more questions would be needed. PRACTICE IMPLICATIONS: We encourage teachers who particularly work with large student numbers to consider CBT as a feasible assessment method for cognitive aspects of communication skills.
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Authors: Kristina Schick; Sabine Reiser; Katharina Mosene; Laura Schacht; Laura Janssen; Eva Thomm; Andreas Dinkel; Andreas Fleischmann; Pascal O Berberat; Johannes Bauer; Martin Gartmeier Journal: GMS J Med Educ Date: 2020-11-16