Criterion validity of a competency-based assessment center in medical education - a 4-year follow-up study

Core competencies have progressively gained importance in medical education. In other contexts, especially personnel selection and development, assessment centers (ACs) are used to assess competencies, but there is only a limited number of studies on competency-based ACs in medical education. To the...

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Published in:Medical education online 2014-01, Vol.19 (1), p.25254-25254
Main Authors: Rotthoff, Thomas, Ostapczuk, Martin S., Kröncke, Klaus D., Zimmerhofer, Alexander, Decking, Ulrich, Schneider, Matthias, Ritz-Timme, Stefanie
Format: Article
Language:English
Subjects:
assessment
assessment center
Assessment centers
Clinical Competence - standards
communication
competency-based education
Competency-Based Education - organization & administration
Core competencies
Curriculum
Diabetes
Education
Education, Medical - organization & administration
educational
Educational Measurement
Endocrinology
Ethics
Feedback
Female
Follow-Up Studies
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Germany
Hospitals
Humans
Learning
Male
Medical research
Methods
Personnel selection
Qualitative Research
self-assessment
Skills
student selection
Studies
Surveys and Questionnaires
Task forces
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Summary:Core competencies have progressively gained importance in medical education. In other contexts, especially personnel selection and development, assessment centers (ACs) are used to assess competencies, but there is only a limited number of studies on competency-based ACs in medical education. To the best of our knowledge, the present study provides the first data on the criterion-related validity of a competency-based AC in medical education. We developed an AC tailored to measure core competencies relevant to medical education (social-ethical, communicative, self, and teaching) and tested its validity in n=30 first-year medical students using 3- to 4-year follow-up measures such as (a) objective structured clinical examinations (OSCE) on basic clinical skills (n=26), (b) OSCE on communication skills (n=21), and (c) peer feedback (n=18). The AC contained three elements: interview, group discussion, and role play. Additionally, a self-report questionnaire was provided as a basis for the interview. Baseline AC average score and teaching competency correlated moderately with the communication OSCE average score (r=0.41, p=0.03, and r=0.38, p=0.04, respectively). Social-ethical competency in the AC showed a very strong convergent association with the communication OSCE average score (r=0.60, p
ISSN:1087-2981
1087-2981
DOI:10.3402/meo.v19.25254