Investigating a self-scoring interview simulation for learning and assessment in the medical consultation

Experience with simulated patients supports undergraduate learning of medical consultation skills. Adaptive simulations are being introduced into this environment. The authors investigate whether it can underpin valid and reliable assessment by conducting a generalizability analysis using IT data an...

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Bibliographic Details
Published in:Advances in medical education and practice 2017-01, Vol.8, p.353-358
Main Authors: Bruen, Catherine, Kreiter, Clarence, Wade, Vincent, Pawlikowska, Teresa
Format: Article
Language:English
Subjects:
Analysis
Automation
Communication
Competency assessment
Computer simulation
Educational aspects
Educational technology
Empowerment
Experiential learning
Feedback
International conferences
Investigations
Knowledge
Medical communication
Medical consultation
Medical education
Medical students
Metacognition
Methods
Original Research
Patient simulation
School environment
Self evaluation
Simulation technology
Skills
Students
Study and teaching
Teaching
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Summary:Experience with simulated patients supports undergraduate learning of medical consultation skills. Adaptive simulations are being introduced into this environment. The authors investigate whether it can underpin valid and reliable assessment by conducting a generalizability analysis using IT data analytics from the interaction of medical students (in psychiatry) with adaptive simulations to explore the feasibility of adaptive simulations for supporting automated learning and assessment. The generalizability (G) study was focused on two clinically relevant variables: clinical decision points and communication skills. While the G study on the communication skills score yielded low levels of true score variance, the results produced by the decision points, indicating clinical decision-making and confirming user knowledge of the process of the Calgary-Cambridge model of consultation, produced reliability levels similar to what might be expected with rater-based scoring. The findings indicate that adaptive simulations have potential as a teaching and assessment tool for medical consultations.
ISSN:1179-7258
1179-7258
DOI:10.2147/AMEP.S128321