Why assessment in medical education needs a solid foundation in modern test theory

  • Stefan K. Schauber
  • Martin Hecht
  • Zineb M. Nouns
Article

Abstract

Despite the frequent use of state-of-the-art psychometric models in the field of medical education, there is a growing body of literature that questions their usefulness in the assessment of medical competence. Essentially, a number of authors raised doubt about the appropriateness of psychometric models as a guiding framework to secure and refine current approaches to the assessment of medical competence. In addition, an intriguing phenomenon known as case specificity is specific to the controversy on the use of psychometric models for the assessment of medical competence. Broadly speaking, case specificity is the finding of instability of performances across clinical cases, tasks, or problems. As stability of performances is, generally speaking, a central assumption in psychometric models, case specificity may limit their applicability. This has probably fueled critiques of the field of psychometrics with a substantial amount of potential empirical evidence. This article aimed to explain the fundamental ideas employed in psychometric theory, and how they might be problematic in the context of assessing medical competence. We further aimed to show why and how some critiques do not hold for the field of psychometrics as a whole, but rather only for specific psychometric approaches. Hence, we highlight approaches that, from our perspective, seem to offer promising possibilities when applied in the assessment of medical competence. In conclusion, we advocate for a more differentiated view on psychometric models and their usage.

Keywords

Measurement Error Assessment Medical competence Post-psychometric era Case specificity Latent variables 

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Copyright information

© Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  • Stefan K. Schauber
    • 1
  • Martin Hecht
    • 2
  • Zineb M. Nouns
    • 3
  1. 1.Centre for Educational Measurement at the University of Oslo (CEMO) and Centre for Health Sciences EducationUniversity of OsloOsloNorway
  2. 2.Department of PsychologyHumboldt–Universität zu BerlinBerlinGermany
  3. 3.Institute of Medical Education, Faculty of MedicineUniversity of BernBernSwitzerland

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