Effects of two different instructional formats on scores and reliability of a script concordance test
Abstract The script concordance test (SCT) is designed to assess clinical reasoning by adapting the likelihood of a case diagnosis, based on provided new information. In the standard instructions students are asked to exclude alternative diagnoses they have in mind when answering the questions, but...
Ausführliche Beschreibung
Autor*in: |
van den Broek, W. E. Sjoukje [verfasserIn] van Asperen, Marianne V. [verfasserIn] Custers, Eugène [verfasserIn] Valk, Gerlof D. [verfasserIn] ten Cate, Olle Th. J. [verfasserIn] |
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E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2012 |
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Übergeordnetes Werk: |
Enthalten in: Perspectives on medical education - Houten : Bohn Stafleu van Loghum, 2012, 1(2012), 3 vom: Aug., Seite 119-128 |
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Übergeordnetes Werk: |
volume:1 ; year:2012 ; number:3 ; month:08 ; pages:119-128 |
Links: |
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DOI / URN: |
10.1007/s40037-012-0017-0 |
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Katalog-ID: |
SPR032683561 |
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520 | |a Abstract The script concordance test (SCT) is designed to assess clinical reasoning by adapting the likelihood of a case diagnosis, based on provided new information. In the standard instructions students are asked to exclude alternative diagnoses they have in mind when answering the questions, but it might be more authentic to include these. Fifty-nine final-year medical students completed an SCT. Twenty-nine were asked to take their differential diagnosis into account (adapted instructions). Thirty students were asked not to consider other diagnoses (standard instructions). All participants were asked to indicate for each question whether they were confused answering it with the given instructions (‘confusion indication’). Mean score of the test with the adapted instructions was 81.5 (SD 3.8) and of the test with the standard instructions 82.9 (SD 5.0) (p = 0.220). Cronbach’s alpha was 0.39 for the adapted instructions and 0.66 for the standard instructions. The mean number of confusion indications was 4.2 (SD 4.4) per student for the adapted instructions and 16.7 (SD 28.5) for the standard instructions (p = 0.139). Our attempt to improve SCTs reliability by modifying the instructions did not lead to a higher alpha; therefore we do not recommend this change in the instructional format. | ||
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10.1007/s40037-012-0017-0 doi (DE-627)SPR032683561 (SPR)s40037-012-0017-0-e DE-627 ger DE-627 rakwb eng 610 ASE van den Broek, W. E. Sjoukje verfasserin aut Effects of two different instructional formats on scores and reliability of a script concordance test 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The script concordance test (SCT) is designed to assess clinical reasoning by adapting the likelihood of a case diagnosis, based on provided new information. In the standard instructions students are asked to exclude alternative diagnoses they have in mind when answering the questions, but it might be more authentic to include these. Fifty-nine final-year medical students completed an SCT. Twenty-nine were asked to take their differential diagnosis into account (adapted instructions). Thirty students were asked not to consider other diagnoses (standard instructions). All participants were asked to indicate for each question whether they were confused answering it with the given instructions (‘confusion indication’). Mean score of the test with the adapted instructions was 81.5 (SD 3.8) and of the test with the standard instructions 82.9 (SD 5.0) (p = 0.220). Cronbach’s alpha was 0.39 for the adapted instructions and 0.66 for the standard instructions. The mean number of confusion indications was 4.2 (SD 4.4) per student for the adapted instructions and 16.7 (SD 28.5) for the standard instructions (p = 0.139). Our attempt to improve SCTs reliability by modifying the instructions did not lead to a higher alpha; therefore we do not recommend this change in the instructional format. Script concordance test (dpeaa)DE-He213 Clinical reasoning (dpeaa)DE-He213 Test instruction (dpeaa)DE-He213 Test reliability (dpeaa)DE-He213 van Asperen, Marianne V. verfasserin aut Custers, Eugène verfasserin aut Valk, Gerlof D. verfasserin aut ten Cate, Olle Th. J. verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 1(2012), 3 vom: Aug., Seite 119-128 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:1 year:2012 number:3 month:08 pages:119-128 https://dx.doi.org/10.1007/s40037-012-0017-0 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2012 3 08 119-128 |
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10.1007/s40037-012-0017-0 doi (DE-627)SPR032683561 (SPR)s40037-012-0017-0-e DE-627 ger DE-627 rakwb eng 610 ASE van den Broek, W. E. Sjoukje verfasserin aut Effects of two different instructional formats on scores and reliability of a script concordance test 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The script concordance test (SCT) is designed to assess clinical reasoning by adapting the likelihood of a case diagnosis, based on provided new information. In the standard instructions students are asked to exclude alternative diagnoses they have in mind when answering the questions, but it might be more authentic to include these. Fifty-nine final-year medical students completed an SCT. Twenty-nine were asked to take their differential diagnosis into account (adapted instructions). Thirty students were asked not to consider other diagnoses (standard instructions). All participants were asked to indicate for each question whether they were confused answering it with the given instructions (‘confusion indication’). Mean score of the test with the adapted instructions was 81.5 (SD 3.8) and of the test with the standard instructions 82.9 (SD 5.0) (p = 0.220). Cronbach’s alpha was 0.39 for the adapted instructions and 0.66 for the standard instructions. The mean number of confusion indications was 4.2 (SD 4.4) per student for the adapted instructions and 16.7 (SD 28.5) for the standard instructions (p = 0.139). Our attempt to improve SCTs reliability by modifying the instructions did not lead to a higher alpha; therefore we do not recommend this change in the instructional format. Script concordance test (dpeaa)DE-He213 Clinical reasoning (dpeaa)DE-He213 Test instruction (dpeaa)DE-He213 Test reliability (dpeaa)DE-He213 van Asperen, Marianne V. verfasserin aut Custers, Eugène verfasserin aut Valk, Gerlof D. verfasserin aut ten Cate, Olle Th. J. verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 1(2012), 3 vom: Aug., Seite 119-128 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:1 year:2012 number:3 month:08 pages:119-128 https://dx.doi.org/10.1007/s40037-012-0017-0 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2012 3 08 119-128 |
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10.1007/s40037-012-0017-0 doi (DE-627)SPR032683561 (SPR)s40037-012-0017-0-e DE-627 ger DE-627 rakwb eng 610 ASE van den Broek, W. E. Sjoukje verfasserin aut Effects of two different instructional formats on scores and reliability of a script concordance test 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The script concordance test (SCT) is designed to assess clinical reasoning by adapting the likelihood of a case diagnosis, based on provided new information. In the standard instructions students are asked to exclude alternative diagnoses they have in mind when answering the questions, but it might be more authentic to include these. Fifty-nine final-year medical students completed an SCT. Twenty-nine were asked to take their differential diagnosis into account (adapted instructions). Thirty students were asked not to consider other diagnoses (standard instructions). All participants were asked to indicate for each question whether they were confused answering it with the given instructions (‘confusion indication’). Mean score of the test with the adapted instructions was 81.5 (SD 3.8) and of the test with the standard instructions 82.9 (SD 5.0) (p = 0.220). Cronbach’s alpha was 0.39 for the adapted instructions and 0.66 for the standard instructions. The mean number of confusion indications was 4.2 (SD 4.4) per student for the adapted instructions and 16.7 (SD 28.5) for the standard instructions (p = 0.139). Our attempt to improve SCTs reliability by modifying the instructions did not lead to a higher alpha; therefore we do not recommend this change in the instructional format. Script concordance test (dpeaa)DE-He213 Clinical reasoning (dpeaa)DE-He213 Test instruction (dpeaa)DE-He213 Test reliability (dpeaa)DE-He213 van Asperen, Marianne V. verfasserin aut Custers, Eugène verfasserin aut Valk, Gerlof D. verfasserin aut ten Cate, Olle Th. J. verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 1(2012), 3 vom: Aug., Seite 119-128 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:1 year:2012 number:3 month:08 pages:119-128 https://dx.doi.org/10.1007/s40037-012-0017-0 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2012 3 08 119-128 |
allfieldsGer |
10.1007/s40037-012-0017-0 doi (DE-627)SPR032683561 (SPR)s40037-012-0017-0-e DE-627 ger DE-627 rakwb eng 610 ASE van den Broek, W. E. Sjoukje verfasserin aut Effects of two different instructional formats on scores and reliability of a script concordance test 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The script concordance test (SCT) is designed to assess clinical reasoning by adapting the likelihood of a case diagnosis, based on provided new information. In the standard instructions students are asked to exclude alternative diagnoses they have in mind when answering the questions, but it might be more authentic to include these. Fifty-nine final-year medical students completed an SCT. Twenty-nine were asked to take their differential diagnosis into account (adapted instructions). Thirty students were asked not to consider other diagnoses (standard instructions). All participants were asked to indicate for each question whether they were confused answering it with the given instructions (‘confusion indication’). Mean score of the test with the adapted instructions was 81.5 (SD 3.8) and of the test with the standard instructions 82.9 (SD 5.0) (p = 0.220). Cronbach’s alpha was 0.39 for the adapted instructions and 0.66 for the standard instructions. The mean number of confusion indications was 4.2 (SD 4.4) per student for the adapted instructions and 16.7 (SD 28.5) for the standard instructions (p = 0.139). Our attempt to improve SCTs reliability by modifying the instructions did not lead to a higher alpha; therefore we do not recommend this change in the instructional format. Script concordance test (dpeaa)DE-He213 Clinical reasoning (dpeaa)DE-He213 Test instruction (dpeaa)DE-He213 Test reliability (dpeaa)DE-He213 van Asperen, Marianne V. verfasserin aut Custers, Eugène verfasserin aut Valk, Gerlof D. verfasserin aut ten Cate, Olle Th. J. verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 1(2012), 3 vom: Aug., Seite 119-128 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:1 year:2012 number:3 month:08 pages:119-128 https://dx.doi.org/10.1007/s40037-012-0017-0 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2012 3 08 119-128 |
allfieldsSound |
10.1007/s40037-012-0017-0 doi (DE-627)SPR032683561 (SPR)s40037-012-0017-0-e DE-627 ger DE-627 rakwb eng 610 ASE van den Broek, W. E. Sjoukje verfasserin aut Effects of two different instructional formats on scores and reliability of a script concordance test 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The script concordance test (SCT) is designed to assess clinical reasoning by adapting the likelihood of a case diagnosis, based on provided new information. In the standard instructions students are asked to exclude alternative diagnoses they have in mind when answering the questions, but it might be more authentic to include these. Fifty-nine final-year medical students completed an SCT. Twenty-nine were asked to take their differential diagnosis into account (adapted instructions). Thirty students were asked not to consider other diagnoses (standard instructions). All participants were asked to indicate for each question whether they were confused answering it with the given instructions (‘confusion indication’). Mean score of the test with the adapted instructions was 81.5 (SD 3.8) and of the test with the standard instructions 82.9 (SD 5.0) (p = 0.220). Cronbach’s alpha was 0.39 for the adapted instructions and 0.66 for the standard instructions. The mean number of confusion indications was 4.2 (SD 4.4) per student for the adapted instructions and 16.7 (SD 28.5) for the standard instructions (p = 0.139). Our attempt to improve SCTs reliability by modifying the instructions did not lead to a higher alpha; therefore we do not recommend this change in the instructional format. Script concordance test (dpeaa)DE-He213 Clinical reasoning (dpeaa)DE-He213 Test instruction (dpeaa)DE-He213 Test reliability (dpeaa)DE-He213 van Asperen, Marianne V. verfasserin aut Custers, Eugène verfasserin aut Valk, Gerlof D. verfasserin aut ten Cate, Olle Th. J. verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 1(2012), 3 vom: Aug., Seite 119-128 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:1 year:2012 number:3 month:08 pages:119-128 https://dx.doi.org/10.1007/s40037-012-0017-0 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2012 3 08 119-128 |
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van den Broek, W. E. Sjoukje @@aut@@ van Asperen, Marianne V. @@aut@@ Custers, Eugène @@aut@@ Valk, Gerlof D. @@aut@@ ten Cate, Olle Th. J. @@aut@@ |
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effects of two different instructional formats on scores and reliability of a script concordance test |
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Effects of two different instructional formats on scores and reliability of a script concordance test |
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Abstract The script concordance test (SCT) is designed to assess clinical reasoning by adapting the likelihood of a case diagnosis, based on provided new information. In the standard instructions students are asked to exclude alternative diagnoses they have in mind when answering the questions, but it might be more authentic to include these. Fifty-nine final-year medical students completed an SCT. Twenty-nine were asked to take their differential diagnosis into account (adapted instructions). Thirty students were asked not to consider other diagnoses (standard instructions). All participants were asked to indicate for each question whether they were confused answering it with the given instructions (‘confusion indication’). Mean score of the test with the adapted instructions was 81.5 (SD 3.8) and of the test with the standard instructions 82.9 (SD 5.0) (p = 0.220). Cronbach’s alpha was 0.39 for the adapted instructions and 0.66 for the standard instructions. The mean number of confusion indications was 4.2 (SD 4.4) per student for the adapted instructions and 16.7 (SD 28.5) for the standard instructions (p = 0.139). Our attempt to improve SCTs reliability by modifying the instructions did not lead to a higher alpha; therefore we do not recommend this change in the instructional format. |
abstractGer |
Abstract The script concordance test (SCT) is designed to assess clinical reasoning by adapting the likelihood of a case diagnosis, based on provided new information. In the standard instructions students are asked to exclude alternative diagnoses they have in mind when answering the questions, but it might be more authentic to include these. Fifty-nine final-year medical students completed an SCT. Twenty-nine were asked to take their differential diagnosis into account (adapted instructions). Thirty students were asked not to consider other diagnoses (standard instructions). All participants were asked to indicate for each question whether they were confused answering it with the given instructions (‘confusion indication’). Mean score of the test with the adapted instructions was 81.5 (SD 3.8) and of the test with the standard instructions 82.9 (SD 5.0) (p = 0.220). Cronbach’s alpha was 0.39 for the adapted instructions and 0.66 for the standard instructions. The mean number of confusion indications was 4.2 (SD 4.4) per student for the adapted instructions and 16.7 (SD 28.5) for the standard instructions (p = 0.139). Our attempt to improve SCTs reliability by modifying the instructions did not lead to a higher alpha; therefore we do not recommend this change in the instructional format. |
abstract_unstemmed |
Abstract The script concordance test (SCT) is designed to assess clinical reasoning by adapting the likelihood of a case diagnosis, based on provided new information. In the standard instructions students are asked to exclude alternative diagnoses they have in mind when answering the questions, but it might be more authentic to include these. Fifty-nine final-year medical students completed an SCT. Twenty-nine were asked to take their differential diagnosis into account (adapted instructions). Thirty students were asked not to consider other diagnoses (standard instructions). All participants were asked to indicate for each question whether they were confused answering it with the given instructions (‘confusion indication’). Mean score of the test with the adapted instructions was 81.5 (SD 3.8) and of the test with the standard instructions 82.9 (SD 5.0) (p = 0.220). Cronbach’s alpha was 0.39 for the adapted instructions and 0.66 for the standard instructions. The mean number of confusion indications was 4.2 (SD 4.4) per student for the adapted instructions and 16.7 (SD 28.5) for the standard instructions (p = 0.139). Our attempt to improve SCTs reliability by modifying the instructions did not lead to a higher alpha; therefore we do not recommend this change in the instructional format. |
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score |
7.399379 |