Development and psychometric examination of a German video‐based situational judgment test for social competencies in medical school applicants

Abstract

The present study describes the development and validation of a video-based situational judgment test (SJT) assessing social competencies in applicants to medical school. Study 1 explored the psychometric properties of the SJT based on two applicant cohorts (N 1 5 769, N 2 5 787). Study 2 compared SJT data from applicants and 90 medical students. Tests for mean differences, correlation and factor analyses were used. In Study 1, the supposed two-factor model for the SJT must be rejected. According to the minimum average partial test a single factor solution explaining 19-21% of the variance was suggested. The SJT showed satisfactory psychometric properties and stronger correlations to personality than to cognition as well as high acceptance. In study 2, applicants reached higher SJT scores than students. wileyonlinelibrary.com/journal/ijsa Int J Select Assess. 2017;25:94-110

Using video- and text-based situational judgement tests for teacher selection: a quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions

“…For instance, the rise of technology has played a vital role in personnel selection (e.g., Bruk-Lee et al, 2016) and SJTs relying on multimedia formats have been employed in various settings (e.g., for police applicants, De Meijer et al, 2010; for medical school applicants, e.g. ; Fröhlich et al, 2017;Lievens, 2013). Several advantages are put forward in the context of video-based SJTs (see e.g., Pollard & Cooper-Thomas, 2015), among those the potential to reduce subgroup differences (e.g., Anderson, 2003;Chan & Schmitt, 1997), more favourable applicant reactions (e.g., Richman-Hirsch et al, 2000), and critically, the opportunity for applicants to judge the interpersonal cues (e.g., facial expressions, body language) that are present in video formats.…”

Using Video-Based Situational Judgment Tests for Teacher Selection: A Quasi-Experiment Exploring the Relations between Test Format, Subgroup Differences, and Applicant Reactions

“…For instance, the rise of technology has played a vital role in personnel selection (e.g., Bruk-Lee et al, 2016)a n d SJTs relying on multimedia formats have been employed in various settings (e.g., for police applicants, De Meijer et al, 2010; for medical school applicants, e.g. ; Fröhlich et al, 2017;L i e v e n s ,2013). Several advantages are put forward in the context of video-based SJTs (see e.g., Pollard & Cooper-Thomas, 2015), among those the potential to reduce subgroup differences (e.g., Anderson, 2003;C h a n & Schmitt, 1997), more favourable applicant reactions (e.g., Richman-Hirsch et al, 2000), and critically, the opportunity for applicants to judge the interpersonal cues (e.g., facial expressions, body language) that are present in video formats.…”

Development of an Online Construct-Informed Situational Judgment Test for Screening Applicants for Initial Teacher Education

“…As expected (see Lievens et al, 2008 on factor structure of construct-heterogeneous SJTs), the resulting factor structure was not easily interpretable in line with our target attributes or item content. We followed the advice of Fröhlich, Kahmann, and Kadmon (2017) to further investigate the factor structure using a minimum average partial test (MAP), more appropriate for construct-heterogeneous tests such as SJTs. The MAP test is conducted by partialing each factor out of the correlation matrix and calculating a partial correlation matrix.…”