Abstract
Objective
Medical knowledge is one of six core competencies in medicine. Medical student assessments
should be valid and reliable. We assessed the relationship between faculty and resident
global assessment of pediatric medical student knowledge and performance on a standardized
test in medical knowledge.
Methods
Retrospective cross-sectional study of medical students on a pediatric clerkship in
academic year 2008–2009 at one academic health center. Faculty and residents rated
students’ clinical knowledge on a 5-point Likert scale. The inter-rater reliability
of clinical knowledge ratings was assessed by calculating the intra-class correlation
coefficient (ICC) for residents’ ratings, faculty ratings, and both rating types combined.
Convergent validity between clinical knowledge ratings and scores on the National
Board of Medical Examiners (NBME) clinical subject examination in pediatrics was assessed
with Pearson product moment correlation correction and the coefficient of the determination.
Results
There was moderate agreement for global clinical knowledge ratings by faculty and
moderate agreement for ratings by residents. The agreement was also moderate when
faculty and resident ratings were combined. Global ratings of clinical knowledge had
high convergent validity with pediatric examination scores when students were rated
by both residents and faculty.
Conclusions
Our findings provide evidence for convergent validity of global assessment of medical
students’ clinical knowledge with NBME subject examination scores in pediatrics.
Keywords
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References
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Article Info
Publication History
Published online: November 04, 2011
Accepted:
September 14,
2011
Received:
January 31,
2011
Footnotes
The authors have no financial relationships relevant to this article to disclose.
Identification
Copyright
© 2012 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.
