Centre Academique de Medecine Generale, Universite catholique de Louvain, Brussels, Belgium.
Med Teach. 2010;32(2):e65-70. doi: 10.3109/01421590903199718.
Evidence-based practice (EBP) is now a component of most medical curricula. Summative assessment instruments are often of debatable quality, do not cover the full spectrum of EBP or lack authenticity.
To develop and evaluate the quality of an authentic assessment instrument for use in summative assessment of general practice trainees.
An assignment was designed based on the ask, acquire, appraise and apply steps of EBP. Content validity was evaluated by external EBP experts. Concurrent validity was tested with the Fresno test. Inter-rater agreement and internal consistency were measured. Acceptability and feasibility were also assessed.
EBP experts agreed that the instrument had good content validity. Concurrent validity was good (disattenuated intraclass correlation coefficient 0.75). Inter-rater agreement varied from 0.70 to 0.83. Internal consistency was high (Cronbach's alpha 0.70-0.86). The procedure was feasible but only moderately acceptable to students.
Our authentic assignment provided a valid, reliable and feasible procedure to assess our students. Acceptability was moderate, probably due to teething problems in instructions given and unfamiliarity with the format. Consequential validity data are lacking and would be of value. Our instrument could be an interesting alternative to other validated tests that may be less authentic.
循证实践（EBP）现在是大多数医学课程的组成部分。总结性评估工具的质量往往存在争议，不能涵盖 EBP 的全部范围，或者缺乏真实性。
开发和评估一种用于全科住院医师总结性评估的真实评估工具的质量。
根据 EBP 的询问、获取、评估和应用步骤设计了一项作业。外部循证实践专家对内容效度进行了评估。用 Fresno 测试检验了同时效度。测量了评分者间一致性和内部一致性。还评估了可接受性和可行性。
循证实践专家认为该工具具有良好的内容效度。同时效度较好（校正后的组内相关系数为 0.75）。评分者间一致性从 0.70 到 0.83 不等。内部一致性较高（Cronbach's alpha 为 0.70-0.86）。该程序具有可行性，但仅为学生所接受。
我们的真实作业为评估学生提供了一种有效、可靠且可行的方法。可接受性中等，可能是由于说明中的一些问题和对格式的不熟悉所致。缺乏结论性有效性数据，这些数据将很有价值。我们的工具可能是其他可能不太真实的经过验证的测试的一个有趣替代方案。
