Department of Medical Education, University of Michigan Medical School, 1500 East Medical Center Drive, G1105 Towsley Center, Ann Arbor, Michigan 48109-5201, USA.
Med Educ. 2009 Nov;43(11):1028-35. doi: 10.1111/j.1365-2923.2009.03454.x.
The term 'validity' is used pervasively in medical education, especially as it relates to curriculum, assessment, measurement and instrumentation. Exactly what is meant by the term 'validity' in the medical education literature is not always clearly defined.
This study attempts to clarify, conceptualise and classify how validity fits within the context of assessment and to provide a framework for medical educators to determine the type and degree of validity evidence required for their specific assessment and evaluation needs.
We apply a structure for considering validity, and its association with validation, in medical education. We build this discussion around the use of simulation in medical training because of its rapid growth as a foundation for numeric measurement of performance in the development of clinical skills and reasoning. We explain why validity is inextricably tied to the assessment process in both simulation-based medical training and traditional medical education.
This logical framework structures the type and degree of validity evidence for various assessment and evaluation needs. We also provide an example for medical educators to reference and follow in collecting and reviewing their own needs for validity evidence in all aspects of medical education.
Assessment is integral to measurement and decision making in medical education. The implications of assessment results are variably dependent on the inferences and decisions made from them. As such, validity evidence is critical, but is also flexibly tied to those decisions and not all assessments require the same degree of validity rigor. The framework described herein reinforces a model for medical educators to use in developing their assessment and evaluation needs and associated requirements for validity evidence.
“有效性”一词在医学教育中被广泛使用，特别是在与课程、评估、测量和仪器相关的方面。在医学教育文献中，“有效性”一词的确切含义并不总是明确界定的。
本研究试图阐明、概念化和分类评估中有效性的定位，并为医学教育工作者提供一个框架，以确定他们特定评估和评价需求所需的有效性证据的类型和程度。
我们在医学教育中应用了一种考虑有效性及其与验证关系的结构。我们围绕模拟在医学培训中的应用展开讨论，因为它在临床技能和推理发展中作为性能数值测量的基础，正在迅速发展。我们解释了为什么在基于模拟的医学培训和传统医学教育中，有效性与评估过程是不可分割的。
这个逻辑框架构建了各种评估和评价需求的有效性证据的类型和程度。我们还为医学教育工作者提供了一个参考和遵循的示例，以便在医学教育的各个方面收集和审查他们自己对有效性证据的需求。
评估是医学教育中测量和决策的组成部分。评估结果的影响在很大程度上取决于从中得出的推断和决策。因此，有效性证据至关重要，但也与这些决策灵活相关，并非所有评估都需要相同程度的有效性严谨性。本文所述的框架强化了医学教育工作者在制定评估和评价需求及其有效性证据相关要求方面使用的模型。
