Assessing clinical competence: a multitrait-multimethod matrix construct validity study.

Education in Doctor of Medicine programs has moved towards an emphasis on clinical competency, with entrustable professional activities providing a framework of learning objectives and outcomes to be assessed within the clinical environment. While the identification and structured definition of objectives and outcomes have evolved, many methods employed to assess clerkship students' clinical skills remain relatively unchanged. There is a paucity of medical education research applying advanced statistical design and analytic techniques to investigate the validity of clinical skills assessment.

Taking More Society for Academic Emergency Medicine Practice Tests Does Not Lead to Improved National EM-M4 Exam Scores.

Introduction: Emergency medicine (EM) is a required clerkship for third-year medical students, and an elective EM acting internship (AI) is available to fourth-year students at our institution. The Society for Academic Emergency Medicine's (SAEM) National Emergency Medicine M4 Examination (EM-M4) is administered to students at the end of the EM AI experience. To prepare for the exam, students gain access to 23 practice tests available from SAEM.

Effect of Perceived Level of Interaction on Faculty Evaluations of 3rd Year Medical Students.

Introduction: Several factors are known to affect the way clinical performance evaluations (CPEs) of medical students are completed by supervising physicians. We sought to explore the effect of faculty perceived "level of interaction" (LOI) on these evaluations.

Methods: Our third-year CPE requires evaluators to identify perceived LOI with each student as low, moderate, or high.

The Impact of Shortened Clinical Clerkships on Medical Student Performance and Clerkship Assessment.

Intro: Medical schools sometimes need to adjust the length of third-year clinical clerkships. The literature surrounding the effects of shortened clerkships on student experience and performance is mixed.

Methods: Our medical school shortened the third year by an average of 20% per clerkship to accommodate a curricular re-design in 2018-2019.

Association of a Health Equity Curriculum With Medical Students' Knowledge of Social Determinants of Health and Confidence in Working With Underserved Populations.

Importance: National organizations recommend that medical schools train students in the social determinants of health.

Objective: To develop and evaluate a longitudinal health equity curriculum that was integrated into third-year clinical clerkships and provided experiential learning in partnership with community organizations.

Design, Setting, And Participants: This longitudinal cohort study was conducted from June 2017 to October 2020 to evaluate the association of the curriculum with medical students' self-reported knowledge of social determinants of health and confidence working with underserved populations.

Does Clerkship Rotation Sequence Affect Performance on National Board of Medical Examiners (NBME) Clinical Subject Examinations and United States Medical Licensing Examination (USMLE) Step 2 Clinical Knowledge (CK) Examination?

Purpose: To investigate whether starting the clerkship year in family medicine (FM), internal medicine (IM), pediatrics, or surgery influences NBME shelf and USMLE Step 2 CK examination performance.

Methods: USMLE Step 1, Step 2 CK, and shelf examination scores for FM, IM, pediatrics, and surgery were collected. Sequences were selected on the following assignment criteria: rotation 1 (either FM or IM), rotation 5 (pediatrics), rotation 8 (surgery), rotation 1 (either pediatrics or surgery), and rotation 8 (IM).

Evaluation of Veterinary Student Surgical Skills Preparation for Ovariohysterectomy Using Simulators: A Pilot Study.

This paper describes the development and evaluation of training intended to enhance students' performance on their first live-animal ovariohysterectomy (OVH). Cognitive task analysis informed a seven-page lab manual, 30-minute video, and 46-item OVH checklist (categorized into nine surgery components and three phases of surgery). We compared two spay simulator models (higher-fidelity silicone versus lower-fidelity cloth and foam).

Measuring the effectiveness of small-group and web-based training methods in teaching clinical communication: a case comparison study.

Current teaching approaches in human and veterinary medicine across North America, Europe, and Australia include lectures, group discussions, feedback, role-play, and web-based training. Increasing class sizes, changing learning preferences, and economic and logistical challenges are influencing the design and delivery of communication skills in veterinary undergraduate education. The study's objectives were to (1) assess the effectiveness of small-group and web-based methods for teaching communication skills and (2) identify which training method is more effective in helping students to develop communication skills.

A predictive and construct validity study of a high-stakes objective clinical examination for assessing the clinical competence of international medical graduates.

Background: The purpose of this study was to investigate the predictive and construct validity of a high-stakes objective structured clinical examination (OSCE) used to select candidates for a 3-month clinical rotation to assess practice-readiness status.

Summary: Analyses were undertaken to establish the reliability and validity of the OSCE. The generalizability coefficient (Ep(2)) for the assessment scores (checklist, global, and total) were all high, ranging from 0.

Assessment of first-year veterinary students' clinical skills using objective structured clinical examinations.

The DVM program at the University of Calgary offers a Clinical Skills course each year for the first three years. The course is designed to teach students the procedural skills required for entry-level general veterinary practice. Objective Structured Clinical Examinations (OSCEs) were used to assess students' performance on these procedural skills.

Development of content-valid technical skill assessment instruments for athletic taping skills.

Background And Purpose: The content validity of technical skill assessment instruments (TSAI) for the skills of athletic taping has not been reported. The purpose of this paper is to outline and present the process of content validation for nine TSAIs for athletic taping. Local and national validators were selected from Canadian Athletic Therapists' Association (CATA)-accredited athletic therapy (AT) programs to serve as content validators.