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dc.contributor.authorTill H
dc.contributor.authorKer J
dc.contributor.authorMyford C
dc.contributor.authorStirling K
dc.contributor.authorMires G
dc.date.accessioned2016-09-12T22:01:20Z
dc.date.available2016-09-12T22:01:20Z
dc.date.issued2015-03-26
dc.identifier.bibliographicCitationTill, H., Ker, J., Myford, C., Stirling, K. and Mires, G. Constructing and evaluating a validity argument for the final-year ward simulation exercise. Advances in Health Sciences Education. 2015. 20(5): 1263-1289. doi: 10.1007/s10459-015-9601-5.en_US
dc.identifier.issn1382-4996
dc.identifier.urihttp://hdl.handle.net/10027/21153
dc.descriptionPost print version of article may differ from published version. The final publication is available at springerlink.com; DOI: 10.1007/s10459-015-9601-5en_US
dc.description.abstractThe authors report final-year ward simulation data from the University of Dundee Medical School. Faculty who designed this assessment intend for the final score to represent an individual senior medical student's level of clinical performance. The results are included in each student's portfolio as one source of evidence of the student's capability as a practitioner, professional, and scholar. Our purpose in conducting this study was to illustrate how assessment designers who are creating assessments to evaluate clinical performance might develop propositions and then collect and examine various sources of evidence to construct and evaluate a validity argument. The data were from all 154 medical students who were in their final year of study at the University of Dundee Medical School in the 2010-2011 academic year. To the best of our knowledge, this is the first report on an analysis of senior medical students' clinical performance while they were taking responsibility for the management of a simulated ward. Using multi-facet Rasch measurement and a generalizability theory approach, we examined various sources of validity evidence that the medical school faculty have gathered for a set of six propositions needed to support their use of scores as measures of students' clinical ability. Based on our analysis of the evidence, we would conclude that, by and large, the propositions appear to be sound, and the evidence seems to support their proposed score interpretation. Given the body of evidence collected thus far, their intended interpretation seems defensible.en_US
dc.publisherSpringer Verlagen_US
dc.subjectClinical abilityen_US
dc.subjectClinical performanceen_US
dc.subjectEvaluating medical students’ fitness to practiceen_US
dc.subjectGeneralizability theoryen_US
dc.subjectMulti-facet Rasch measurementen_US
dc.subjectScore interpretationen_US
dc.subjectSimulated warden_US
dc.subjectSimulation in assessment of clinical performanceen_US
dc.subjectValidity argumenten_US
dc.subjectValidity evidenceen_US
dc.titleConstructing and evaluating a validity argument for the final-year ward simulation exercise.en_US
dc.typeArticleen_US


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