Display options
Cite
Rotthoff T, Ostapczuk MS, Kröncke KD, et al. Criterion validity of a competency-based assessment center in medical education--a 4-year follow-up study. Med Educ Online. 2014;19:25254doi: 10.3402/meo.v19.25254.
Rotthoff, T., Ostapczuk, M. S., Kröncke, K. D., Zimmerhofer, A., Decking, U., Schneider, M., & Ritz-Timme, S. (2014). Criterion validity of a competency-based assessment center in medical education--a 4-year follow-up study. Medical education online, 1925254. https://doi.org/10.3402/meo.v19.25254
Rotthoff, Thomas, et al. "Criterion validity of a competency-based assessment center in medical education--a 4-year follow-up study." Medical education online vol. 19 (2014): 25254. doi: https://doi.org/10.3402/meo.v19.25254
Rotthoff T, Ostapczuk MS, Kröncke KD, Zimmerhofer A, Decking U, Schneider M, Ritz-Timme S. Criterion validity of a competency-based assessment center in medical education--a 4-year follow-up study. Med Educ Online. 2014 Sep 12;19:25254. doi: 10.3402/meo.v19.25254. eCollection 2014. PMID: 25219931; PMCID: PMC4163580.
Copy Download .nbib Format: NLM
Share it on

Med Educ Online. 2014 Sep 12;19:25254. doi: 10.3402/meo.v19.25254. eCollection 2014.

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

Medical education online

Thomas Rotthoff, Martin S Ostapczuk, Klaus D Kröncke, Alexander Zimmerhofer, Ulrich Decking, Matthias Schneider, Stefanie Ritz-Timme

Affiliations

  1. Deanery of Study, Medical Faculty, Heinrich-Heine-University Duesseldorf, Duesseldorf, Germany; Department for Endocrinology and Diabetes, University Hospital Duesseldorf, Duesseldorf, Germany; [email protected].
  2. Department of Orthopedics and Trauma Surgery, St. Josef Hospital, Moers, Germany; Institute of Experimental Psychology, Heinrich-Heine-University Duesseldorf, Duesseldorf, Germany.
  3. Institute of Biochemistry and Molecular Biology 1, Medical Department, Heinrich-Heine-University Duesseldorf, Duesseldorf, Germany.
  4. ITB Consulting Ltd., Bonn, Germany.
  5. Deanery of Study, Medical Faculty, Heinrich-Heine-University Duesseldorf, Duesseldorf, Germany.
  6. Deanery of Study, Medical Faculty, Heinrich-Heine-University Duesseldorf, Duesseldorf, Germany; Policlinic for Rheumatology, University Hospital Duesseldorf, Duesseldorf, Germany.
  7. Deanery of Study, Medical Faculty, Heinrich-Heine-University Duesseldorf, Duesseldorf, Germany; Institute for Forensic Medicine, University Hospital Duesseldorf, Duesseldorf, Germany.

PMID: 25219931 PMCID: PMC4163580 DOI: 10.3402/meo.v19.25254

Abstract

INTRODUCTION: 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.

METHODS: 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.

RESULTS: 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<0.01). The AC total score also showed a moderate correlation with the overall peer feedback score provided in Year 4 (r=0.38, p=0.06). In addition, communicative competency correlated strongly with the overall peer feedback (r=0.50, p=0.02). We found predominantly low and insignificant correlations between the AC and the OSCE on basic clinical skills (r=-0.33 to 0.30, all p's>0.05).

CONCLUSION: The results showed that competency-based ACs can be used at a very early stage of medical training to successfully predict future performance in core competencies.

Keywords: assessment; assessment center; communication; competency-based education; educational; self-assessment; student selection

References

  1. Med Educ. 2012 Mar;46(3):277-88 - PubMed
  2. Clin Med (Lond). 2009 Apr;9(2):147-50 - PubMed
  3. GMS Z Med Ausbild. 2012;29(1):Doc06 - PubMed
  4. J Palliat Med. 2012 Apr;15(4):418-26 - PubMed
  5. Med Educ. 2008 Oct;42(10):991-8 - PubMed
  6. Behav Res Methods. 2007 May;39(2):175-91 - PubMed
  7. Acad Med. 2009 Mar;84(3):301-9 - PubMed
  8. Patient Educ Couns. 2014 Jun;95(3):348-55 - PubMed
  9. Med Teach. 2010;32(8):669-75 - PubMed
  10. Med Teach. 2010;32(8):676-82 - PubMed
  11. JAMA. 2006 Sep 6;296(9):1094-102 - PubMed
  12. Acad Med. 2002 Jul;77(7):737 - PubMed
  13. Med Teach. 2012;34(3):185-6 - PubMed
  14. Med Teach. 2011;33(6):478-85 - PubMed

MeSH terms

Publication Types