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Comprehensive undergraduate medical assessments improve prediction of clinical performance.
Med Educ. 2004 Oct; 38(10):1111-6.ME

Abstract

OBJECTIVES

This study aimed to compare an essay-style undergraduate medical assessment with modified essay, multiple-choice question (MCQ) and objective structured clinical examination (OSCE) undergraduate medical assessments in predicting students' clinical performance (predictive validity), and to determine the relative contributions of the written (modified essay and MCQ) assessment and OSCE to predictive validity.

DESIGN

Before and after cohort study.

SETTING

One medical school running a 6-year undergraduate course.

PARTICIPANTS

Study participants included 137 Year 5 medical students followed into their trainee intern year.

MAIN OUTCOME MEASURES

Aggregated global ratings by senior doctors, junior doctors and nurses as well as comprehensive structured assessments of performance in the trainee intern year.

RESULTS

Students' scores in the new examinations predicted performance significantly better than scores in the old examinations, with correlation coefficients increasing from 0.05-0.44 to 0.41-0.81. The OSCE was a stronger predictor of subsequent performance than the written assessments but combining assessments had the strongest predictive validity.

CONCLUSION

Using more comprehensive, more reliable and more authentic undergraduate assessment methods substantially increases predictive validity.

Authors+Show Affiliations

Wilkinson TJ
Christchurch School of Medicine and Health Sciences, University of Otago, Christchurch, New Zealand. tim.wilkinson@chmeds.ac.nz
Frampton CM
No affiliation info available

MeSH

Clinical CompetenceCurriculumEducation, Medical, UndergraduateEducational MeasurementHumansPredictive Value of TestsReproducibility of ResultsStudents, Medical

Pub Type(s)

Journal Article

Language

eng

PubMed ID

15461657

Citation

Wilkinson, Tim J., and Christopher M. Frampton. "Comprehensive Undergraduate Medical Assessments Improve Prediction of Clinical Performance." Medical Education, vol. 38, no. 10, 2004, pp. 1111-6.
Wilkinson TJ, Frampton CM. Comprehensive undergraduate medical assessments improve prediction of clinical performance. Med Educ. 2004;38(10):1111-6.
Wilkinson, T. J., & Frampton, C. M. (2004). Comprehensive undergraduate medical assessments improve prediction of clinical performance. Medical Education, 38(10), 1111-6.
Wilkinson TJ, Frampton CM. Comprehensive Undergraduate Medical Assessments Improve Prediction of Clinical Performance. Med Educ. 2004;38(10):1111-6. PubMed PMID: 15461657.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Comprehensive undergraduate medical assessments improve prediction of clinical performance. AU - Wilkinson,Tim J, AU - Frampton,Christopher M, PY - 2004/10/6/pubmed PY - 2004/12/16/medline PY - 2004/10/6/entrez SP - 1111 EP - 6 JF - Medical education JO - Med Educ VL - 38 IS - 10 N2 - OBJECTIVES: This study aimed to compare an essay-style undergraduate medical assessment with modified essay, multiple-choice question (MCQ) and objective structured clinical examination (OSCE) undergraduate medical assessments in predicting students' clinical performance (predictive validity), and to determine the relative contributions of the written (modified essay and MCQ) assessment and OSCE to predictive validity. DESIGN: Before and after cohort study. SETTING: One medical school running a 6-year undergraduate course. PARTICIPANTS: Study participants included 137 Year 5 medical students followed into their trainee intern year. MAIN OUTCOME MEASURES: Aggregated global ratings by senior doctors, junior doctors and nurses as well as comprehensive structured assessments of performance in the trainee intern year. RESULTS: Students' scores in the new examinations predicted performance significantly better than scores in the old examinations, with correlation coefficients increasing from 0.05-0.44 to 0.41-0.81. The OSCE was a stronger predictor of subsequent performance than the written assessments but combining assessments had the strongest predictive validity. CONCLUSION: Using more comprehensive, more reliable and more authentic undergraduate assessment methods substantially increases predictive validity. SN - 0308-0110 UR - https://www.unboundmedicine.com/medline/citation/15461657/Comprehensive_undergraduate_medical_assessments_improve_prediction_of_clinical_performance_ DB - PRIME DP - Unbound Medicine ER -