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Record identifier : 569163
Personal Name - Primary Intelectual Responsibility : Gladding, Sophia
Title and statement of responsibility : Graduate medical education, competency-based curriculum and performance-based assessment: A study of the end-of-rotation evaluations in pediatric residency training [Thesis]
Publication, Distribution,Etc. : University of Minnesota, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , University of Minnesota
Summary or Abstract : Over the past decade, the Accreditation Council for Graduate Medical Education (ACGME) has called for major reform in the training of medical residents requiring residency training programs to transition from traditional process and structure-based curricula to competency-based curricula and requiring that medical residents be evaluated in each of the six general competency areas defined by the ACGME.End-of-rotation evaluations of residents by supervising faculty members are one of the most commonly used methods of evaluation in residency programs. The purpose of this study was to investigate the psychometric properties of the end-of-rotation evaluations completed by faculty members in a pediatric residency program.Generalizability Theory was used as a diagnostic approach to the reliability of the end-of-rotation evaluations. Generalizability and decision studies were conducted separately by rotation and by competency as well as across rotations and competencies. This study also explored the major threats to validity in performance-based assessment: construct under-representation and construct-irrelevant variance focusing particularly on rater errors including rater stringency/leniency, rater inconsistency, rater bias, halo effect and restriction of range to determine the presence and potential effect of these rater errors on the validity of score interpretations. This study also examined evidence of construct-related validity of the end-of-rotation evaluations through a comparison of the end-of-rotation evaluations with other measures of clinical competence.The results of this study showed that the end-of-rotation evaluations can reach high levels of reliability when considering residents' general performance over multiple rotations with two raters per rotation. It will be more difficult for the end-of-rotation evaluations to consistently reach the same levels of reliability when considering residents' performance within rotations and for specific competency areas as the reliability of the end-of-rotation evaluations varied considerably from rotation to rotation and from competency to competency. The examination of rater errors showed that all of the rater errors were present in at least some of the rotations. Evidence of construct-related validity was found with significant correlations between scores on the In-Training Examination and the Medical Knowledge competency..
Topical Name Used as Subject : Educational tests measurements
: Health education
: Curriculum development
Information of biblio record : TL
 
 
 
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