Do medical students' scores using different assessment instruments predict their scores in clinical reasoning using a computer-based simulation?

Advances in Medical Education and Practice
Mariam Fida, Salah Eldin Kassab

Abstract

The development of clinical problem-solving skills evolves over time and requires structured training and background knowledge. Computer-based case simulations (CCS) have been used for teaching and assessment of clinical reasoning skills. However, previous studies examining the psychometric properties of CCS as an assessment tool have been controversial. Furthermore, studies reporting the integration of CCS into problem-based medical curricula have been limited. This study examined the psychometric properties of using CCS software (DxR Clinician) for assessment of medical students (n=130) studying in a problem-based, integrated multisystem module (Unit IX) during the academic year 2011-2012. Internal consistency reliability of CCS scores was calculated using Cronbach's alpha statistics. The relationships between students' scores in CCS components (clinical reasoning, diagnostic performance, and patient management) and their scores in other examination tools at the end of the unit including multiple-choice questions, short-answer questions, objective structured clinical examination (OSCE), and real patient encounters were analyzed using stepwise hierarchical linear regression. Internal consistency reliability of CCS scores was h...Continue Reading

Software Mentioned

OSCE
Statistical Package for the Social Sciences ( SPSS )
CCS
Record Utility
DxR Clinician

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