Evaluator Agreement in Medical Student Assessment Across a Multi-Campus Medical School During a Standardized Patient Enc
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ORIGINAL RESEARCH
Evaluator Agreement in Medical Student Assessment Across a Multi-Campus Medical School During a Standardized Patient Encounter Sherri A. Braksick 1,2 & Yunxia Wang 1 & Suzanne L. Hunt 3 & William Cathcart-Rake 4 & Jon P. Schrage 5 & Gary S. Gronseth 1
# International Association of Medical Science Educators 2020
Abstract Purpose Class rank and clerkship grades impact a medical student’s residency application. The variability and inter-rater reliability in assessment across multiple clinical sites within a single university system is unknown. We aimed to determine if medical student assessment across medical school campuses is consistent when using a standardized scoring rubric. Design/Methods Attending physicians who participate in assignment of clerkship grades for neurology from three separate clinical campuses of the same medical school observed 10 identical standardized patient encounters completed by third year medical students during the 2017–2018 academic year. Scoring was completed using a standardized rubric. Descriptive analysis and intra-rater comparisons were completed. Evaluations as a part of this study were completed in 2018. Results Of 50 possible points for the patient encounter, the median score among all medical students and all evaluators was 43 (IQR 40, 45.5). Evaluator number 1 provided a statistically significant lower overall score as compared to evaluators 2 and 3 (p = 0.0001 and p = 0.0006, respectively), who were consistently similar in their overall medical student assessment (p = 0.46). Overall agreement between evaluators was good (ICC = 0.805, 95% CI 0.36–0.95) and consistency was excellent (ICC = 0.91, 95% CI 0.75–0.97). Conclusions Medical student evaluation across multiple clinical campus sites via observation of identical standardized patient encounters and use of a standardized scoring rubric generally demonstrated good inter-rater agreement and consistency, but the small variation seen may affect overall clerkship scores. Keywords Medical education . Neurology . Standardized patient . Multi-campus medical school
Introduction The methods of medical education have evolved over the course of centuries, reflecting the availability of resources,
* Sherri A. Braksick [email protected] 1
Department of Neurology, University of Kansas Medical Center, Kansas City, KS, USA
2
Department of Neurology, Mayo Clinic, Rochester, MN, USA
3
Department of Biostatistics and Data Science, University of Kansas Medical Center, Kansas City, KS, USA
4
University of Kansas School of Medicine – Salina Campus, Salina, KS, USA
5
Department of Internal Medicine, University of Kansas School of Medicine – Wichita Campus, Wichita, KS, USA
creation of novel educational methods, and development of new technology. As the demand for physicians has grown in the USA, the class size of medical schools has increased, and there has been development of schools with multiple clinical campuses, adding a level of complexity to ensuring a complete and high-quality education to medical
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