Guldager Mads J, Melchiors Jacob, Andersen Steven Arild Wuyts
Department of Otorhinolaryngology-Head and Neck Surgery and Audiology, Rigshospitalet, Copenhagen, Denmark.
The Simulation Centre at Rigshospitalet, Copenhagen Academy for Medical Education and Simulation (CAMES), Centre for HR, The Capital Region of Denmark, Denmark.
Ann Otol Rhinol Laryngol. 2020 Jul;129(7):715-721. doi: 10.1177/0003489420904734. Epub 2020 Feb 22.
Handheld otoscopy requires both technical and diagnostic skills, and is often reported to be insufficient after medical training. We aimed to develop and gather validity evidence for an assessment tool for handheld otoscopy using contemporary medical educational standards.
Educational study.
University/teaching hospital.
A structured Delphi methodology was used to develop the assessment tool: nine key opinion leaders (otologists) in undergraduate training of otoscopy iteratively achieved consensus on the content. Next, validity evidence was gathered by the videotaped assessment of two handheld otoscopy performances of 15 medical students (novices) and 11 specialists in otorhinolaryngology using two raters. Standard setting (pass/fail criteria) was explored using the contrasting groups and Angoff methods.
The developed Copenhagen Assessment Tool of Handheld Otoscopy Skills (CATHOS) consists 10 items rated using a 5-point Likert scale with descriptive anchors. Validity evidence was collected and structured according to Messick's framework: for example the CATHOS had excellent discriminative validity (mean difference in performance between novices and experts 20.4 out of 50 points, < .001); and high internal consistency (Cronbach's alpha = 0.94). Finally, a pass/fail score was established at 30 points for medical students and 42 points for specialists in ORL.
We have developed and gathered validity evidence for an assessment tool of technical skills of handheld otoscopy and set standards of performance. Standardized assessment allows for individualized learning to the level of proficiency and could be implemented in under- and postgraduate handheld otoscopy training curricula, and is also useful in evaluating training interventions.
NA.
手持耳镜检查需要技术和诊断技能，且医学培训后常被认为掌握得不够充分。我们旨在根据当代医学教育标准，开发一种手持耳镜检查评估工具并收集其效度证据。
教育研究。
大学/教学医院。
采用结构化德尔菲法开发评估工具：九位耳镜检查本科培训方面的关键意见领袖（耳科医生）就内容反复达成共识。接下来，由两名评分者对15名医学生（新手）和11名耳鼻喉科专家的两次手持耳镜检查操作进行录像评估，收集效度证据。使用对比组法和安格夫法探索标准设定（通过/不通过标准）。
所开发的哥本哈根手持耳镜检查技能评估工具（CATHOS）由10个项目组成，采用5点李克特量表评分，并带有描述性锚点。根据梅西克框架收集并整理了效度证据：例如，CATHOS具有出色的区分效度（新手和专家之间的表现平均差异为50分中的20.4分，<0.001）；以及较高的内部一致性（克朗巴哈系数=0.94）。最后，确定医学生的通过/不通过分数为30分，耳鼻喉科专家为42分。
我们开发了一种手持耳镜检查技术技能评估工具并收集了其效度证据，还设定了操作标准。标准化评估有助于实现个性化学习，达到熟练水平，可应用于本科和研究生阶段的手持耳镜检查培训课程，也有助于评估培训干预措施。
无。
