Measurement of clinical reflective capacity early in training as a predictor of clinical reasoning performance at the end of residency: an experimental study on the script concordance test

Abstract

The authors assumed that the richness of knowledge organization, as indicated by SC test scores, would predict part of the performance on the measures of clinical reasoning (SAMP and SOO), but would predict less well performance on the OSCE which measures both clinical skills and clinical reasoning. Data found in the study are coherent with this hypothesis. This is evidence in favour of the construct validity of the SC test. It also indicates that, in the context of certification assessment, if a candidate has shown good organization of clinical knowledge at an early point in training, it can be expected that he/she will show good organization at subsequent measurements of this kind of knowledge. This appears to be true even if the later measures bear on a wider clinical domain.

Script concordance test in medical schools in Brazil: possibilities and limitations

“…This number corresponds to what has been found in other studies. 1,6,[8][9][10][11][12][13][14] In the present study, the SCT was applied to students at different stages of the medicine program at FM-UFG, from the pre-clinical phase (first and second years) to the clinical phase (third, fourth and fifth years). Students in the pre-clinical phase obtained a mean of 51.6% of the maximum score, and those in the clinical phase obtained a mean of 63.4% of the maximum score.…”

The Illusion of Competency Versus the Desirability of Expertise: Seeking a Common Standard for Support Professions in Sport

“…Such approaches would seem essential if trainees are to go beyond clear knowledge that X means Y towards the more subtle blending and elaboration necessary for professional practice [51]. As another example, we would highlight the use of validated measures of reflective thinking, once again using a range of simulations, which are highly predictive of effective clinical thinking and decision making later in training [52].…”

Mobiliser une discipline des sciences médicales autour d’un projet pédagogique fédérateur : pourquoi et comment ? L’exemple du campus numérique de neurochirugie

“…Son intérêt en formation médicale continue est également clairement établi. Plus particulièrement, il vise à tester la capacité de raisonnement dans une situation dite « d'incertitude », c'est-à-dire une situation, courante en médecine, où le praticien ne dispose pas de tous les élé-ments cliniques et paracliniques qui permettraient une prise de décision idéale ; il explore la qualité et l'organisation des réseaux de connaissance de l'étudiant 9 . Son originalité repose essentiellement sur l'absence de bonne réponse unique : la réponse de l'étudiant est notée non par rapport à une vérité hypothétique, mais par rapport aux réponses données par un panel d'experts (au nombre d'une dizaine).…”