Patterson Fiona, Cousans Fran, Edwards Helena, Rosselli Anna, Nicholson Sandra, Wright Barry
F. Patterson is founding director, Work Psychology Group Ltd., London, United Kingdom, and visiting researcher, Department of Psychology, Cambridge University, Cambridge, United Kingdom. F. Cousans is associate research psychologist, Work Psychology Group, Derby, United Kingdom, and teaching fellow in occupational psychology, Department of Neuroscience, Psychology & Behaviour, University of Leicester, Leicester, United Kingdom. H. Edwards is senior consultant psychologist, Work Psychology Group Ltd., Derby, United Kingdom. A. Rosselli is consultant psychologist, Work Psychology Group Ltd., Derby, United Kingdom. S. Nicholson is head, Centre for Medical Education, and head of student progression, Institute of Health Sciences Education, Queen Mary University of London, London, United Kingdom. B. Wright is professor of child psychiatry, University of York, and academic lead for student support, Hull York Medical School, University of York, York, United Kingdom.
Acad Med. 2017 Sep;92(9):1250-1253. doi: 10.1097/ACM.0000000000001630.
Situational judgment tests (SJTs) can be used to assess the nonacademic attributes necessary for medical and dental trainees to become successful practitioners. Evidence for SJTs' predictive validity, however, relates predominantly to selection in postgraduate settings or using video-based SJTs at the undergraduate level; it may not be directly transferable to text-based SJTs in undergraduate medical and dental school selection. This preliminary study aimed to address these gaps by assessing the validity of the UK Clinical Aptitude Test (UKCAT) text-based SJT.
Study participants were 218 first-year medical and dental students from four UK undergraduate schools who completed the first UKCAT text-based SJT in 2013. Outcome measures were educational supervisor ratings of in-role performance in problem-based learning tutorial sessions-mean rating across the three domains measured by the SJT (integrity, perspective taking, and team involvement) and an overall judgment of performance-collected in 2015.
There were significant correlations between SJT scores and both mean supervisor ratings (uncorrected r = 0.24, P < .001; corrected r = 0.34) and overall judgments (uncorrected rs = 0.16, P < .05; corrected rs = 0.20). SJT scores predicted 6% of variance in mean supervisor ratings across the three nonacademic domains.
The results provide evidence that a well-designed text-based SJT can be appropriately integrated, and add value to, the selection process for undergraduate medical and dental school. More evidence is needed regarding the longitudinal predictive validity of SJTs throughout medical and dental training pathways, with appropriate outcome criteria.
情境判断测试（SJTs）可用于评估医学和牙科实习生成为成功从业者所需的非学术属性。然而，SJTs预测效度的证据主要与研究生阶段的选拔或本科阶段基于视频的SJTs相关；它可能无法直接应用于本科医学和牙科学院选拔中基于文本的SJTs。这项初步研究旨在通过评估英国临床能力测试（UKCAT）基于文本的SJTs的效度来填补这些空白。
研究参与者为来自英国四所本科院校的218名医学和牙科一年级学生，他们于2013年完成了首次UKCAT基于文本的SJTs。结果指标为教育主管对基于问题的学习辅导课程中角色表现的评分——SJTs所测量的三个领域（正直、换位思考和团队参与）的平均评分，以及2015年收集的对表现的总体判断。
SJTs分数与主管平均评分（未校正r = 0.24，P <.001；校正r = 0.34）和总体判断（未校正rs = 0.16，P <.05；校正rs = 0.20）之间存在显著相关性。SJTs分数预测了三个非学术领域主管平均评分中6%的方差。
结果提供了证据，表明精心设计的基于文本的SJTs可以适当地融入本科医学和牙科学院的选拔过程，并为其增添价值。关于SJTs在整个医学和牙科培训路径中的纵向预测效度，还需要更多有适当结果标准的证据。
