Using Kane’s validity framework to examine the implications of feedback in simulation-based assessments
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Notice bibliographique
Résumé
BACKGROUND: Simulation modalities have been increasingly used within programmatic assessment systems, yet educators typically have not collected and appraised validity evidence to justify such uses. Kane's validity framework offers a contemporary approach to conducting validation studies of assessment practices. Under the framework, educators collect and appraise validity evidence according to four inferences: the scoring of performance, the generalization of scores to other assessment contexts, the extrapolation of assessment performance to real-world contexts, and the implications or consequences of assessment decisions for learners, educators, programs, patients, and society. We developed a simulation-based echocardiography competence assessment tool (ECAT) and collected validity evidence to evaluate its use as an assessment for learning. We applied Kane's validity framework to evaluate the utility of the ECAT, with a focus on the implications of the assessment for promoting trainees' learning. METHODS: We implemented the ECAT in 2017, collecting simulation-based performance data and subsequent interview data. Fourteen cardiology trainees were assessed using the ECAT by four raters, and their performance was video-recorded. After trainees reviewed their performance videos and feedback, we conducted individual interviews with them and the raters who provided feedback. Directed content analysis generated implications and scoring evidence, and quantitative analyses generated scoring and extrapolation evidence. All evidence was critically appraised to form a validity argument about using ECAT as an assessment for learning. RESULTS: Participants reported that ECAT scores accurately represented trainees'performance, and that the feedback helped identify learning opportunities. Inter-rater reliability was high at ICC = 0.913 (95% CI 0.81-0.97). Participants' ECAT scores correlated with their end-of-rotation cardiology exam scores (r = 0.66, p = 0.02) and had positive associations with raters' judgments of the diagnostic quality of their scans, and with their reported numbers of echocardiograms seen, performed, and interpreted. CONCLUSIONS: Our integrated analysis produced a data-informed validity argument supporting the use of the ECAT as a simulation-based assessment for learning. The findings also highlighted multiple areas for further research to optimize the ECAT. Our illustrative example of Kane's validity framework aims to support simulation educators as they are increasingly called on to justify the use of simulation-based assessments in programmatic and competency-based assessment systems.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle