Developing, evaluating and validating a scoring rubric for written case reports

The purpose of this study was to evaluate Family Medicine Clerkship students' writing skills using an anchored scoring rubric. In this study, we report on the assessment of a current scoring rubric (SR) used to grade written case description papers (CDP) for medical students, describe the devel...

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Bibliographic Details
Published in:International journal of medical education 2014-02, Vol.5, p.18-23
Main Authors: Cyr, Peggy R, Smith, Kahsi A, Broyles, India L, Holt, Christina T
Format: Article
Language:English
Subjects:
Behavioral Objectives
Clinical Clerkship
Educational Measurement - methods
Family Practice - education
Feedback
Health education
Humans
Likert scale
Medical schools
Medicine
Methods
Observer Variation
Reproducibility of Results
Scoring Rubrics
Student writing
Students, Medical
Studies
Writing - standards
Writing Skills
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Summary:The purpose of this study was to evaluate Family Medicine Clerkship students' writing skills using an anchored scoring rubric. In this study, we report on the assessment of a current scoring rubric (SR) used to grade written case description papers (CDP) for medical students, describe the development of a revised SR with examination of scoring consistency among faculty raters, and report on feedback from students regarding SR revisions and written CDP. Five faculty members scored a total of eighty-three written CDP using both the Original SR (OSR) and the Revised SR1 (RSR1) during the 2009-2010 academic years. Overall increased faculty inter-rater reliability was obtained using the RSR1. Additionally, this subset analysis revealed that the five faculty using the Revised SR2 (RSR2) had a high measure of inter-rater reliability on their scoring of this subset of papers (as measured by intra-class correlation (ICC) with ICC = 0.93, p = 0.001. Findings from this research have implications for medical education, by highlighting the importance of the assessment and development of reliable evaluation tools for medical student writing projects.
ISSN:2042-6372
2042-6372
DOI:10.5116/ijme.52c6.d7ef