TY - JOUR
T1 - A video-based situational judgement test of medical students’ communication competence in patient encounters
T2 - Development and first evaluation
AU - Reiser, Sabine
AU - Schacht, Laura
AU - Thomm, Eva
AU - Figalist, Christina
AU - Janssen, Laura
AU - Schick, Kristina
AU - Dörfler, Eva
AU - Berberat, Pascal O.
AU - Gartmeier, Martin
AU - Bauer, Johannes
N1 - Publisher Copyright:
© 2021 The Authors
PY - 2022/5
Y1 - 2022/5
N2 - Objective: We developed and evaluated the Video-Based Assessment of Medical Communication Competence (VA-MeCo), a construct-driven situational judgement test measuring medical students’ communication competence in patient encounters. Methods: In the construction phase, we conducted two expert studies (npanel1 = 6, npanel2 = 13) to ensure curricular and content validity and sufficient expert agreement on the answer key. In the evaluation phase, we conducted a cognitive pre-test (n = 12) and a pilot study (n = 117) with medical students to evaluate test usability and acceptance, item statistics and test reliability depending on the applied scoring method (raw consensus vs. pairwise comparison scoring). Results: The results of the expert interviews indicated good curricular and content validity. Expert agreement on the answer key was high (ICCs> .86). The pilot study showed favourable usability and acceptance by students. Irrespective of the scoring method, reliability for the complete test (Cronbach's α >.93) and its subscales (α >.83) was high. Conclusion: There is promising evidence that medical communication competence can be validly and reliably measured using a construct-driven and video-based situational judgement test. Practice Implications: Video-based SJTs allow efficient online assessment of medical communication competence and are well accepted by students and educators.
AB - Objective: We developed and evaluated the Video-Based Assessment of Medical Communication Competence (VA-MeCo), a construct-driven situational judgement test measuring medical students’ communication competence in patient encounters. Methods: In the construction phase, we conducted two expert studies (npanel1 = 6, npanel2 = 13) to ensure curricular and content validity and sufficient expert agreement on the answer key. In the evaluation phase, we conducted a cognitive pre-test (n = 12) and a pilot study (n = 117) with medical students to evaluate test usability and acceptance, item statistics and test reliability depending on the applied scoring method (raw consensus vs. pairwise comparison scoring). Results: The results of the expert interviews indicated good curricular and content validity. Expert agreement on the answer key was high (ICCs> .86). The pilot study showed favourable usability and acceptance by students. Irrespective of the scoring method, reliability for the complete test (Cronbach's α >.93) and its subscales (α >.83) was high. Conclusion: There is promising evidence that medical communication competence can be validly and reliably measured using a construct-driven and video-based situational judgement test. Practice Implications: Video-based SJTs allow efficient online assessment of medical communication competence and are well accepted by students and educators.
KW - Basic communication skills
KW - Construct-driven development
KW - Medical education
KW - Situational judgement test
KW - Video-based assessment
UR - https://www.scopus.com/pages/publications/85114326614
U2 - 10.1016/j.pec.2021.08.020
DO - 10.1016/j.pec.2021.08.020
M3 - Article
C2 - 34481676
AN - SCOPUS:85114326614
SN - 0738-3991
VL - 105
SP - 1283
EP - 1289
JO - Patient Education and Counseling
JF - Patient Education and Counseling
IS - 5
ER -