Incorporating a situational judgement test in residency selections: clinical, educational and organizational outcomes

Computer-based assessment for sampling personal characteristics (Casper), an online situational judgement test, is a broad measure of personal and professional qualities. We examined the impact of Casper in the residency selection process on professionalism concerns, learning interventions and resou...

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Bibliographic Details
Published in:BMC medical education 2024-03, Vol.24 (1), p.339-339, Article 339
Main Authors: Saxena, Anurag, Desanghere, Loni, Dore, Kelly, Reiter, Harold
Format: Article
Language:English
Subjects:
Academic achievement
Algorithms
Candidates
Casper
Cognitive ability
Collaboration
Communication
Empathy
Equipment and supplies
Ethics
Individualized Instruction
Learner outcomes
Learning Strategies
Licensing examinations
Medical colleges
Medical education
Medicine
Organizational outcomes
Probation
Professional workers
Professionalism
Resident selection
Self awareness
Situational judgement test
Success
Teaching
Undergraduate Students
Validity
Well being
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Summary:Computer-based assessment for sampling personal characteristics (Casper), an online situational judgement test, is a broad measure of personal and professional qualities. We examined the impact of Casper in the residency selection process on professionalism concerns, learning interventions and resource utilization at an institution. In 2022, admissions data and information in the files of residents in difficulty (over three years pre- and post- Casper implementation) was used to determine the number of residents in difficulty, CanMEDS roles requiring a learning intervention, types of learning interventions (informal learning plans vs. formal remediation or probation), and impact on the utilization of institutional resource (costs and time). Professionalism concerns were mapped to the 4I domains of a professionalism framework, and their severity was considered in mild, moderate, and major categories. Descriptive statistics and between group comparisons were used for quantitative data. In the pre- and post- Casper cohorts the number of residents in difficulty (16 vs. 15) and the number of learning interventions (18 vs. 16) were similar. Professionalism concerns as an outcome measure decreased by 35% from 12/16 to 6/15 (p 
ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-024-05310-8