1,636
Views
15
CrossRef citations to date
0
Altmetric
Validation

The Quality of Assessment of Learning (Qual) Score: Validity Evidence for a Scoring System Aimed at Rating Short, Workplace-Based Comments on Trainee Performance

ORCID Icon, , ORCID Icon & ORCID Icon

References

  • Iobst WF, Sherbino J, Cate OT, et al. Competency-based medical education in postgraduate medical education. Med Teach. 2010;32(8):651–656. doi:10.3109/0142159X.2010.500709.
  • Caccia N, Nakajima A, Kent N. Competency-based medical education: the wave of the future. J Obstet Gynaecol Canada. 2015;37(4):349–353. doi:10.1016/S1701-2163(15)30286-3.
  • Holmboe ES, Sherbino J, Englander R, Snell L, Frank JR. A call to action: the controversy of and rationale for competency-based medical education. Med Teach. 2017;39(6):574–581. doi:10.1080/0142159X.2017.1315067.
  • Ferguson PC, Caverzagie KJ, Nousiainen MT, Snell L. Changing the culture of medical training: an important step toward the implementation of competency-based medical education. Med Teach. 2017;39(6):599–602. doi:10.1080/0142159X.2017.1315079.
  • Van Melle E, Frank JR, Holmboe ES, et al. A core components framework for evaluating implementation of competency-based medical education programs; 2019. doi:10.1097/ACM.0000000000002743.
  • Lockyer J, Carraccio C, Chan MK, et al. Core principles of assessment in competency-based medical education. Med Teach. 2017;39(6):609–616. doi:10.1080/0142159X.2017.1315082.
  • Chan TM, Sherbino J, Mercuri M. Nuance and noise: lessons learned from longitudinal aggregated assessment data. J Grad Med Educ. 2017;9(6):724–729. doi:10.4300/JGME-D-17-00086.1.
  • McConnell M, Sherbino J, Chan TM. Mind the gap: the prospects of missing data. J Grad Med Educ. 2016;8(5):708–712. doi:10.4300/JGME-D-16-00142.1.
  • Ellaway RH, Pusic MV, Galbraith RM, et al. Developing the role of big data and analytics in health professional education. Med Teach. 2014;36(3):216–222. doi:10.3109/0142159X.2014.874553.
  • Cirigliano MM, Guthrie C, Pusic MV, et al. Yes, and …” exploring the future of learning analytics in medical education. Teach Learn Med. 2017;29(4):368–372. doi:10.1080/10401334.2017.1384731.
  • Chan T, Sebok-Syer S, Thoma B, et al. Learning analytics in medical education assessment: the past, the present, and the future. AEM Educ Train. 2018;2(2):178–187. doi:10.1002/aet2.10087.
  • Bates J, Schrewe B, Ellaway RH, et al. Embracing standardisation and contextualisation in medical education. Med Educ. 2019;53(1):15–24. doi:10.1111/medu.13740.
  • Holmboe ES, Sherbino J, Long DM, et al. The role of assessment in competency-based medical education. Med Teach. 2010;32(8):676–682. doi:10.3109/0142159X.2010.500704.
  • Pell G, Fuller R, Homer M, et al. How to measure the quality of the OSCE: a review of metrics AMEE guide no. 49. Med Teach. 2010;32(10):802–811. doi:10.3109/0142159X.2010.507716.
  • Ginsburg S, van der Vleuten C, Eva KW, et al. Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports. Adv in Health Sci Educ. 2016;21(1):175–188. doi:10.1007/s10459-015-9622-0.
  • Ginsburg S, Regehr G, Lingard L, et al. Reading between the lines: faculty interpretations of narrative evaluation comments. Med Educ. 2015;49(3):296–306. doi:10.1111/medu.12637.
  • Ginsburg S, Eva K, Regehr G. Do in-training evaluation reports deserve their bad reputations? A study of the reliability and predictive ability of ITER scores and narrative comments. Acad Med. 2013;88(10):1539–1544. doi:10.1097/ACM.0b013e3182a36c3d.
  • Hodges B. Assessment in the post-psychometric era: learning to love the subjective and collective. Med Teach. 2013;35(7):564–568. doi:10.3109/0142159X.2013.789134.
  • Chan T, Sherbino J. The McMaster Modular Assessment Program (McMAP). Acad Med. 2015;90(7):900–905. doi:10.1097/ACM.0000000000000707.
  • Cheung WJ, Dudek N, Wood TJ, et al. Daily encounter cards—evaluating the quality of documented assessments. J Grad Med Educ. 2016;8(4):601–604. doi:10.4300/JGME-D-15-00505.1.
  • Sherbino J, Kulasegaram K, Worster A, et al. The reliability of encounter cards to assess the CanMEDS roles. Adv in Health Sci Educ. 2013;18(5):987–996. doi:10.1007/s10459-012-9440-6.
  • Shayne P, Gallahue F, Rinnert S, et al. Reliability of a core competency checklist assessment in the emergency department: the standardized direct observation assessment tool. Acad Emerg Med. 2006;13(7):727–732. doi:10.1197/j.aem.2006.01.030.
  • Hauer KE, Chesluk B, Iobst W, et al. Reviewing residents’ competence. Acad Med. 2015;90(8):1084–1092. doi:10.1097/ACM.0000000000000736.
  • Sebok-Syer SS, Klinger DA, Sherbino J, et al. Mixed messages or miscommunication? Investigating the relationship between assessors? Workplace-based assessment scores and written comments. Acad Med. 2017;92(12):1774–1779. doi:10.1097/ACM.0000000000001743.
  • Bandiera G, Lendrum D. Daily encounter cards facilitate competency-based feedback while leniency bias persists. Can J Emerg Med. 2008;10(1):44–50. doi:7df099179d2d4584a5d93bc828c06366 [pii] doi:10.1017/S1481803500010009.
  • LaMantia J, Kane B, Yarris L, et al. Real-time inter-rater reliability of the council of emergency medicine residency directors standardized direct observation assessment tool. Acad Emerg Med. 2009;16(SUPPL. 2):51–57. doi:10.1111/j.1553-2712.2009.00593.x.
  • Chan T, Mercuri M, Van Dewark K, et al. Managing multiplicity: conceptualizing physician cognition in multipatient environments. Acad Med. 2018;93(5):786–793. doi:10.1097/ACM.0000000000002081.
  • Chan TM, Dewark K, Van Sherbino J, et al. Failure to flow: an exploration of learning and teaching in busy, multi-patient environments using an interpretive description method. Perspect Med Educ. 2017;6(6):380–387. doi:10.1007/s40037-017-0384-7.
  • Warm E, Kelleher M, Kinnear B, et al. Feedback on feedback as a faculty development tool. J Grad Med Educ. 2018;10(3):354–355. doi:10.4300/JGME-D-17-00876.1.
  • Dudek NL, Marks MB, Wood TJ, et al. Assessing the quality of supervisors’ completed clinical evaluation reports. Med Educ. 2008;42:816–822. doi:10.1111/j.1365-2923.2008.03105.x.
  • Woods R, Chan T, Thoma B, et al. Education scholarship in Canadian emergency medicine: the past, present, and future. Can J Emerg Med. 2018;20(2):164–166. doi:10.1017/cem.2018.19.
  • Chan TM, Gottlieb M, Sherbino J, et al. The ALiEM faculty incubator: a novel online approach to faculty development in education scholarship. Acad. Med. 2018;93(10):1497–1502. doi:10.1097/ACM.0000000000002309.
  • Messick S. Validity. ETS Research Report Series. 1987;(2):i–208. doi:10.1002/j.2330-8516.1987.tb00244.x
  • Lineberry M. Validity and its threats. In: Downing SM, Haladyna TM, eds. Assessment in Health Professions Education. New York: Routledge; 2019;21–55.
  • Worster A, Kulasegaram K, Carpenter CR, et al. Consensus conference follow-up: inter-rater reliability assessment of the Best Evidence in Emergency Medicine (BEEM) rater scale, a medical literature rating tool for emergency physicians. Acad Emerg Med. 2011;18(11):1193–1200. doi:10.1111/j.1553-2712.2011.01214.x.
  • Chan TM, Grock A, Paddock M, Kulasegaram K, Yarris LM, Lin M. Examining reliability and validity of an online score (ALiEM AIR) for rating free open access medical education resources. Ann Emerg Med. 2016;68(6):729–735. doi:10.1016/j.annemergmed.2016.02.018.
  • Monteiro S, Sullivan GM, Chan TM. Generalizability theory made simple(r): an introductory primer to G-studies. J Grad Med Educ. 2019;11(4):365–370. doi:10.4300/JGME-D-19-00464.1.
  • Cooper S, Endacott R. Generic qualitative research: a design for qualitative research in emergency care? Emerg Med J. 2007;24(12):816–819. doi:10.1136/emj.2007.050641.
  • Ginsburg S, van der Vleuten CPM, Eva KW. The hidden value of narrative comments for assessment. Acad Med. 2017;92(11):1. doi:10.1097/ACM.0000000000001669.
  • Watling CJ, Ginsburg S. Assessment, feedback and the alchemy of learning. Med Educ. 2019;53(1):76–85. doi:10.1111/medu.13645.
  • Ariaeinejad A, Samavi R, Chan T, et al. A performance predictive model for emergency medicine residents. In: 27th Annual International Conference on Computer Science and Software Engineering. Toronto, ON: ACM Digital Library; 2017.
  • Bismil R, Dudek NL, Wood TJ. In-training evaluations: developing an automated screening tool to measure report quality. Med Educ. 2014;48(7):724–732. doi:10.1111/medu.12490.
  • Hart SG, Staveland LE. Development of NASA-TLX (Task Load Index): results of empirical and theoretical research. Adv Psychol. 1988;52:139–183. doi:10.1016/S0166-4115(08)62386-9.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.