Validity and Generalizability of Global Ratings in an Objective Structured Clinical Examination

Cohen, Robert; Rothman, Arthur I.; Poldre, P; Ross, J S

doi:10.1097/00001888-199109000-00023

Cited by 45 publications

(36 citation statements)

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“…Baltes & Staudinger, 1993;Staudinger, 1999;Staudinger et al, 1994) in their work on wisdom, although the current study's approach used a less a priori structure to the rating dimensions than these investigators. Though not unproblematic (Markides, Lee, Ray, & Black, 1993), expert ratings have been reported as a reliable and valid approach in evaluating functioning (e.g., Cohen, Rothman, Poldre, & Ross, 1991).…”

Section: Ill-defined Everyday Cognitive Measuresmentioning

confidence: 99%

Well- and ill-defined measures of everyday cognition: Relationship to older adults' intellectual ability and functional status.

Allaire

Marsiske

2002

Psychology and Aging

112

135

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The present study examined 2 approaches to the measurement of everyday cognition in older adults. Measures differing in the degree of structure offered for solving problems in the domains of medication use, financial management, and food preparation and nutrition were administered to a sample of 130 community-dwelling older adults ranging in age from 60 to 90 (M ϭ 73 years, SD ϭ 7.02 years). Well-defined and ill-defined everyday problem-solving measures, which varied in the amount of means-end-related information provided to participants, were used. The study found that (a) well-and ill-defined measures were moderately interrelated, (b) the 2 approaches were differentially related to basic cognitive abilities, and (c) together the 2 approaches explained over half of the variance in older adults' everyday instrumental functioning and were in fact better predictors of everyday functioning than traditional psychometric cognitive measures. Discussion focuses on the differential importance of both methods for assessing older adults' everyday cognitive functioning.Over the past 20 years, a growing focus of gerontological and psychological research has been on the examination of older adults' everyday cognitive functioning. The underlying motivation for this field of inquiry has been the concern that psychometric measures of cognition may not appropriately capture real-world cognitive functioning in older adults (

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Section: Ill-defined Everyday Cognitive Measuresmentioning

confidence: 99%

Well- and ill-defined measures of everyday cognition: Relationship to older adults' intellectual ability and functional status.

Allaire

Marsiske

2002

Psychology and Aging

112

135

View full text Add to dashboard Cite

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“…The first is based on behavioral coding using detailed checklists (Roter 1977;Smith et al 2000). The second consists of qualitative ratings by expert observers, guided by a relatively small number of evaluation items (Cohen et al 1991;Rothman & Cusimano 2000). The main advantage of the first approach is the quantification of coded behaviors and a higher degree of interobserver reliability (Lang et al 2004).…”

Section: Discussionmentioning

confidence: 99%

A practical assessment of physician biopsychosocial performance

et al. 2007

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Background: A biopsychosocial approach to care seems to improve patient satisfaction and health outcomes. Nevertheless, this approach is not widely practiced, possibly because its precepts have not been translated into observable skills. Aim: To identify the skill components of a biopsychosocial consultation and develop an tool for their evaluation. Methods: We approached three e-mail discussion groups of family physicians and pooled their responses to the question ''what types of observed physician behavior would characterize a biopsychosocial consultation?'' We received 35 responses describing 37 types of behavior, all of which seemed to cluster around one of three aspects: patient-centered interview; system-centered and family-centered approach to care; or problem-solving orientation. Using these categories, we developed a nine-item evaluation tool. We used the evaluation tool to score videotaped encounters of patients with two types of doctors: family physicians who were identified by peer ratings to have a highly biopsychosocial orientation (n ¼ 9) or a highly biomedical approach (n ¼ 4); and 44 general practitioners, before and after they had participated in a program that taught a biopsychosocial approach to care. Results: The evaluation tool was found to demonstrate high reliability ( ¼ 0.90) and acceptable interobserver variability. The average scores of the physicians with a highly biopsychosocial orientation were significantly higher than those of physicians with a highly biomedical approach. There were significant differences between the scores of the teaching-program participants before and after the program. Conclusions: A biopsychosocial approach to patient care can be characterized using a valid and easy-to-apply evaluation tool.

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“…Sin embargo, muchos expertos en desarrollo de los ECOE recomiendan usar también escalas globales para identificar áreas generales de competencia tales como la habilidad de organización y comunicación, y otros constructos independientes de la estación que no pueden captarse con los listados de ítems [15]. En cualquier caso, la fiabilidad y validez comparativas de listados y escalas globales, y en qué medida éstos pueden ser utilizados por diferentes tipos de examinadores de una manera no sesgada y válida, sigue siendo objeto de controversia [15][16][17][18][19][20][21][22][23][24][25][26][27]. Algunos estudios muestran que los listados parecen más fiables que las escalas globales [8,21,25], mientras que otros muestran que éstas son tan fiables como los listados cuando son usadas por los pacientes estandarizados [23], o incluso más fiables cuando son empleadas por profesores.…”

Section: Observadores Instrumentos De Medida Y Niveles De Aceptaciónunclassified

Examen clínico objetivo y estructurado formativo tras inmersión clínica precoz empleando estudiantes de sexto curso como observadores y administradores de retroalimentación

et al. 2014

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Introducción. En este artículo se describen la logística y los resultados de un examen clínico objetivo y estructurado (ECOE) formativo pasado a estudiantes de tercero expuestos a un curso de transición del periodo básico al clínico y a rotaciones clínicas precoces, en el que utilizamos estudiantes de sexto curso como observadores y administradores de la retroalimentación. Materiales y métodos.Se analizan el rendimiento de los candidatos, la correlación de las puntuaciones otorgadas con listados de ítems y una escala global de la competencia usados por el paciente estandarizado y el estudiante observador, así como el grado de aceptación de la prueba por parte de todos los participantes.Resultados. Los estudiantes observadores se sintieron altamente satisfechos con su tarea de observación y administración de la retroalimentación. Los profesores valoraron con puntuaciones altas la tarea de los estudiantes observadores, y los alumnos candidatos otorgaron igualmente puntuaciones altas a la actuación de los estudiantes observadores, la calidad de la retroalimentación recibida y la logística del ECOE. El rendimiento global en el ECOE superó el 70,1%. Se observó una buena correlación entre las puntuaciones otorgadas por los dos observadores (enfermo y estudiante) con los dos instrumentos de medida (listados y escala global). Conclusiones.Los estudiantes del último curso del grado son capaces de usar de manera fiable los listados de ítems y una escala global de la competencia, y de proporcionar retroalimentación adecuada en un ECOE formativo. La exposición clíni-ca precoz al inicio del tercer curso en un currículo 3 + 3 motiva y prepara a los estudiantes para el aprendizaje posterior en las rotaciones del periodo clínico. Conflicto de intereses:No declarado. Competing interests:None declared. © 2014 FEMFormative objective structured clinical examination following early clerkships using sixth-year students as examiners and feed-back providers Introduction. We describe the logistic and results of a formative objective structured clinical examination (OSCE) designed with the double aim of providing feedback to third-year students given by senior students, and assessing clinical skills of the candidates who were exposed to a short transition course and early clerkships.

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Validity and Generalizability of Global Ratings in an Objective Structured Clinical Examination

Cited by 45 publications

References 0 publications

Well- and ill-defined measures of everyday cognition: Relationship to older adults' intellectual ability and functional status.

Well- and ill-defined measures of everyday cognition: Relationship to older adults' intellectual ability and functional status.

A practical assessment of physician biopsychosocial performance

Examen clínico objetivo y estructurado formativo tras inmersión clínica precoz empleando estudiantes de sexto curso como observadores y administradores de retroalimentación

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