Resident Selection in the Wake of United States Medical Licensing Examination Step 1 Transition to Pass/Fail Scoring.

INTRODUCTION: The numeric score for the United States Medical Licensing Examination Step 1 is one of the only universal, objective, scaled criteria for comparing the many students who apply to orthopaedic surgery residency. However, on February 12, 2020, it was announced that Step 1 would be transitioning to pass/fail scoring. The purpose of this study was to (1) determine the most important factors used for interview and resident selection after this change and (2) to assess how these factors have changed compared with a previous report on resident selection. METHODS: A survey was distributed to the program directors (PDs) of all 179 orthopaedic surgery programs accredited by the Accreditation Council for Graduate Medical Education. Questions focused on current resident selection practices and the impact of the Step 1 score transition on expected future practices. RESULTS: A total of 78 PDs (44%) responded to the survey. Over half of PDs (59%) responded that United States Medical Licensing Examination Step 2 clinical knowledge (CK) score is the factor that will increase most in importance after Step 1 transitions to pass/fail, and 90% will encourage applicants to include their Step 2 CK score on their applications. The factors rated most important in resident selection from zero to 10 were subinternship performance (9.05), various aspects of interview performance (7.49 to 9.01), rank in medical school (7.95), letters of recommendation (7.90), and Step 2 CK score (7.27). Compared with a 2002 report, performance on manual skills testing, subinternship performance, published research, letters of recommendations, and telephone call on applicants' behalf showed notable increases in importance. DISCUSSION: As Step 2 CK is expected to become more important in the residency application process, current applicant stress on Step 1 scores may simply move to Step 2 CK scores. Performance on subinternships will remain a critical aspect of residency application, as it was viewed as the most important resident selection factor and has grown in importance compared with a previous report.

Selecting top candidates for medical school selection interviews- a non-compensatory approach.

BACKGROUND: Medical schools apply a range of selection methods to ensure that admitted students succeed in the program. In Australia, selection tools typically include measures of academic achievement (e.g. the Australian Tertiary Admission Rank - ATAR) and aptitude tests (e.g. the Undergraduate Medicine and Health Sciences Admissions Test - UMAT). These are most commonly used to determine which applicants are invited for additional selection processes, such as interviews. However, no previous study has examined the efficacy of the first part of the selection process. In particular, are compensatory or non-compensatory approaches more effective in evaluating the outcomes of cognitive and aptitude tests, and do they affect the demographics of students selected for interview? METHODS: This study utilised data from consecutive cohorts of mainstream domestic students who applied to enter the UNSW Medicine program between 2013 to 2018. A compensatory ranked selection model was compared with a non-compensatory ranked model. Initially, ATAR marks and UMAT scores for each applicant were ranked within each cohort. In the compensatory model, the mean of the ATAR and UMAT ranks were used to determine the outcome. In the non-compensatory model, the lowest rank of ATAR and UMAT determined the outcome for each applicant. The impact of each model on the gender and socioeconomic status of applicants selected to interview was evaluated across all cohorts. RESULTS: The non-compensatory ranked selection model resulted in substantially higher ATAR and UMAT thresholds for invitation to interview, with no significant effect on the socioeconomic status of the selected applicants. CONCLUSIONS: These results are important, demonstrating that it is possible to raise the academic threshold for selection to medicine without having any negative impact on applicants from low socioeconomic backgrounds. Overall, the evidence gathered in this study suggests that a non-compensatory model is preferable for selecting applicants for medical student selection interview.

Effects of range restriction and criterion contamination on differential validity of the SAT by race/ethnicity and sex.

We illustrate the effects of range restriction and a form of criterion contamination (individual differences in course-taking patterns) on the validity of SAT scores for predicting college academic performance. College data facilitate exploration of differential validity's determinants because they (a) permit the use multivariate range-restriction corrections to more accurately account for differential range restriction across subgroups and (b) allow for separate examinations of composite performance and specific performance episodes, the latter of which controls for ecological contamination of composite performance due to individuals' choices of performance opportunities. Using data from 363,004 students at 107 U.S. institutions, we found that controlling for course-taking patterns resulted in validity coefficients that were appreciably larger than predictors' correlations with obtained grade point averages (GPAs). The validities of SAT scores for predicting the first-year college performance of Black and Hispanic students were not significantly different from the validity for White students after correcting for both course-taking patterns and differential range restriction, but significant Black-White differences were detected for predicting 4-year cumulative performance. Validity estimates for predicting both first-year and 4-year cumulative performance were significantly smaller among Asian students than White students after making these corrections. The SAT's observed validity for predicting college GPAs was substantially lower for males than females and, unexpectedly, controlling for course-taking patterns increased male-female validity differences. Implications for personnel selection research are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Admisión de los estudiantes en las facultades de medicina / Admission of students to Faculties of Medicine

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Differential ítem functioning: Beyond validity evidence base don internal structure / Funcionamiento Diferencial del Item: más allá de las evidencias de validez basadas en la estructura interna

Background: In the latest release of the Standards for Educational and Psychological Testing, Differential Item Functioning (DIF) is considered as validity evidence based on internal structure. However, there are no indications of how to design a DIF study as a validation study. In this paper, we propose relating DIF to all sources of validity evidence, and provide a general conceptual framework for transforming "typical" DIF studies into validation studies. Method: We perform a comprehensive review of the literature and make theoretical and practical proposals. Results: The article provides arguments in favour of addressing DIF detection and interpretation as validation studies, and suggestions for conducting DIF validation studies. Discussion: The combination of quantitative and qualitative data within a mixed methods research perspective, along with planning DIF studies as validation studies, can help improve the validity of test score interpretations (AU)

Antecedentes: en la última edición de los Standards for Educational and Psychological Testing, el Funcionamiento Diferencial del Item (DIF) es considerado como una evidencia de validez basada en la estructura interna. Sin embargo, no hay indicaciones claras sobre cómo diseñar un estudio de DIF como un estudio de validación. Proponemos relacionar el DIF con todas las fuentes de evidencias de validez y un esquema conceptual para transformar los estudios "típicos" de DIF en estudios de validación. Método: se lleva a cabo una extensa revisión de la literatura y realizan propuestas teóricas y prácticas. Resultados: el artículo aporta argumentos a favor de abordar la detección e interpretación del DIF como estudios de validación y recomendaciones para realizar estudios de validación sobre el DIF. Discusión: la combinación de resultados cuantitativos y cualitativos en un marco de investigación mixta, junto con el diseño de los estudios de DIF como estudios de validación, puede mejorar la validez de las interpretaciones de las puntuaciones en los tests (AU)

Avaliação do ensino e aprendizagem de noções básicas de tratamento de queimados entre alunos do curso de medicina / Assessment of teaching and learning burn treatment basics among medical students

Introdução: Agravo de grande importância biopsicossocial, queimadura é um tema crucial na formação médica, uma vez que recém-formados se deparam com pacientes que sofreram queimaduras nos mais variados cenários profissionais. Métodos: Este estudo avaliou o ensino e a aprendizagem do tema queimaduras em alunos do curso de Medicina de uma faculdade pública do Estado de São Paulo; foi aplicado um questionário específico para avaliar o conhecimento sobre o atendimento inicial ao paciente queimado na primeira série (grupo 1 - 54 estudantes), e na sexta série (grupo 2 - 60 estudantes). Resultados: Observou-se, no grupo 1, grande desconhecimento sobre o tema, com média geral de desconhecimento ("erros") de 70,98% e de acertos de 29,02%; no grupo 2, essas taxas foram de 36,66 % e 63,34 %, respectivamente. Somente 63,34% dos alunos do sexto ano conseguiriam conduzir adequadamente o tratamento de um paciente queimado e, consequentemente, oferecer a este paciente um melhor prognóstico. Conclusões: Os dados são preocupantes, uma vez que não se verificou conhecimento nem preparo adequados dos formandos para atendimento de pacientes queimados, e que queimaduras são situações de emergência que exigem intervenção médica rápida, adequada e eficiente, a fim de reduzir a morbimortalidade das vítimas.

Introduction: Burns, an injury of high biopsychosocial importance, are a crucial issue in medical training, and newly graduated students face burn patients in a variety of professional settings. Methods: This study assessed the teaching and learning of burns among medical students at a public facility in the State of São Paulo; a specific questionnaire was applied to evaluate first year (Group 1: 54 students) and sixth year (Group 2: 60 students) medical students' knowledge about the initial care of burn patients. Results: In Group 1, there was a substantial lack of knowledge about the subject, with a general average incorrect answer rate ("errors") of 70.98% and a correct answer rate of 29.02%; in Group 2, these rates were 36.66% and 63.34%, respectively. Only 63.34% of the sixth-year students would be able to adequately conduct the treatment of a burn patient, gauged by their ability to offer a patient a better prognosis. Conclusions: The data are disturbing, since adequate knowledge and preparation of the trainees for the care of burn patients has not been verified, and burns are emergency situations that require prompt, adequate, and efficient medical intervention to reduce patients' morbidity and mortality.

Batería Funcional ARISTO en Gimnasia Rítmica: protocolo de test específicos para la evaluación de jóvenes gimnastas en un ámbito de entrenamiento saludable / Bateria Funcional em Ginastica Rítmica ARISTO: protocolo de testes específicos para avaliação de jovens ginastas em um ambiente de treino saudável / ARISTO Functional Battery in Rhythmic Gymnastics: Protocol of specific tests for the evaluation of young gymnasts in a field of healthy training

Objetivo. Presentar una batería de test para evaluar de manera específica las diferentes capacidades implícitas en el rendimiento de gimnasia rítmica. Método. La propuesta de los test se ha basado en un estudio del perfil motor de la gimnasia rítmica, así como en una revisión teórica de test existentes en este deporte y en especialidades gimnásticas similares con el fin de cubrir todas las capacidades relevantes inherentes en esta modalidad. Se realizó un estudio piloto con el objetivo de diagnosticar la viabilidad de la batería de test y se consensuó con los 11 socios del proyecto europeo en el que está enmarcado el trabajo («Asociaciones europeas en el ámbito del deporte»). Por último se configuró el soporte audiovisual del protocolo. Resultados. Se obtuvo una batería de 10 pruebas de fácil aplicación y que no reclaman un tiempo excesivo de los entrenamientos para su desarrollo. Igualmente supone un mínimo gasto económico, ya que el material utilizado es el que se encuentran en la propia sala de entrenamiento. Su aplicación permitirá medir: equilibrio, flexibilidad activa, flexibilidad pasiva, agilidad, fuerza-resistencia, coordinación y fuerza explosiva. Conclusión. El protocolo ARISTO de gimnasia rítmica se podría considerar una herramienta útil para facilitar una valoración de calidad de los entrenamientos en jóvenes practicantes de este deporte a nivel europeo (AU)

Objetivos. Apresentar uma bateria de testes para avaliar especificamente as diferentes habilidades implícitas no desempenho da ginástica rítmica. Método. A proposta dos testes foi baseada em um estudo do perfil motor das ginastas rítmicas, assim como em uma revisão teórica dos testes existentes nesse esporte e em especialidades de ginasticas semelhantes, a fim de abranger todas as capacidades relevantes inerentes a esta modalidade. Foi realizado um estudo piloto com objetivo de diagnosticar a viabilidade da bateria de testes e foi acordado a 11 parceiros do projeto europeu em que está enquadrado esta investigação (“Associação Européia no Domínio do Desporto”). Finalmente foi configurada o suporte audiovisual do protocolo foi configurado. Resultados. Foi obtida uma bateria de 10 testes, cada um de fácil aplicação e que não requerem um tempo excessivo de treino para o seu desenvolvimento. Igualmente pressupõe uma despesa económica mínima, uma vez que o material utilizado é o que se encontra na própria sala de treino. Sua aplicação permitirá medir: equilíbrio, flexibilidade ativa, flexibilidade passiva, agilidade, força-resistência, coordenação e força explosiva. Conclusão. O protocolo ARISTO de ginástica rítmica pode ser considerado uma ferramenta útil para facilitar a avaliação da qualidade do treinamento em jovens praticantes deste esporte a nível europeu (AU)

Objective. To present a battery of tests to evaluate specifically the different abilities implicit in the performance of the rhythmic gymnastic. Methods. The test proposal has been based on a study of the motor profile of rhythmic gymnasts, as well as a theoretical review of existing tests in this sport and similar gymnastic specialties in order to cover all relevant abilities inherent in this modality. A pilot study was carried out in order to diagnose the viability of the test battery and it was agreed with the 11 partners of the European project in which this research is framed (“European Actions in the field of Sport”). Finally the audiovisual support of the protocol was configured. Results. A battery of 10 tests was obtained, each one of easy application and that do not require an excessive time of training for its development. Equally it supposes a minimum economic expense, since the material used is the one that is in the own training room. Its application will be enable to measure: balance, active flexibility, passive flexibility, agility, strength-resistance, coordination and explosive force. Conclusion. The ARISTO rhythmic gymnastics protocol might be considered as a useful tool to facilitate the assessment of the quality of the training in young practitioners of this sport at European level (AU)

Longitudinal assessment of the impact of the use of the UK clinical aptitude test for medical student selection.

CONTEXT: Medical schools are increasingly using novel tools to select applicants. The UK Clinical Aptitude Test (UKCAT) is one such tool and measures mental abilities, attitudes and professional behaviour conducive to being a doctor using constructs likely to be less affected by socio-demographic factors than traditional measures of potential. Universities are free to use UKCAT as they see fit but three broad modalities have been observed: 'borderline', 'factor' and 'threshold'. This paper aims to provide the first longitudinal analyses assessing the impact of the different uses of UKCAT on making offers to applicants with different socio-demographic characteristics. METHODS: Multilevel regression was used to model the outcome of applications to UK medical schools during the period 2004-2011 (data obtained from UCAS), adjusted for sex, ethnicity, schooling, parental occupation, educational attainment, year of application and UKCAT use (borderline, factor and threshold). RESULTS: The three ways of using the UKCAT did not differ in their impact on making the selection process more equitable, other than a marked reversal for female advantage when applied in a 'threshold' manner. Our attempt to model the longitudinal impact of the use of the UKCAT in its threshold format found again the reversal of female advantage, but did not demonstrate similar statistically significant reductions of the advantages associated with White ethnicity, higher social class and selective schooling. CONCLUSION: Our findings demonstrate attenuation of the advantage of being female but no changes in admission rates based on White ethnicity, higher social class and selective schooling. In view of this, the utility of the UKCAT as a means to widen access to medical schools among non-White and less advantaged applicants remains unproven.

Predictive validity of the UKCAT for medical school undergraduate performance: a national prospective cohort study.

BACKGROUND: The UK Clinical Aptitude Test (UKCAT) has been shown to have a modest but statistically significant ability to predict aspects of academic performance throughout medical school. Previously, this ability has been shown to be incremental to conventional measures of educational performance for the first year of medical school. This study evaluates whether this predictive ability extends throughout the whole of undergraduate medical study and explores the potential impact of using the test as a selection screening tool. METHODS: This was an observational prospective study, linking UKCAT scores, prior educational attainment and sociodemographic variables with subsequent academic outcomes during the 5 years of UK medical undergraduate training. The participants were 6812 entrants to UK medical schools in 2007-8 using the UKCAT. The main outcome was academic performance at each year of medical school. A receiver operating characteristic (ROC) curve analysis was also conducted, treating the UKCAT as a screening test for a negative academic outcome (failing at least 1 year at first attempt). RESULTS: All four of the UKCAT scale scores significantly predicted performance in theory- and skills-based exams. After adjustment for prior educational achievement, the UKCAT scale scores remained significantly predictive for most years. Findings from the ROC analysis suggested that, if used as a sole screening test, with the mean applicant UKCAT score as the cut-off, the test could be used to reject candidates at high risk of failing at least 1 year at first attempt. However, the 'number needed to reject' value would be high (at 1.18), with roughly one candidate who would have been likely to pass all years at first sitting being rejected for every higher risk candidate potentially declined entry on this basis. CONCLUSIONS: The UKCAT scores demonstrate a statistically significant but modest degree of incremental predictive validity throughout undergraduate training. Whilst the UKCAT could be considered a fairly crude screening tool for future academic performance, it may offer added value when used in conjunction with other selection measures. Future work should focus on the optimum role of such tests within the selection process and the prediction of post-graduate performance.

Training residents to be factually accurate and articulate: A case study using foetal heart rate monitoring nomenclature.

Careful communication between members of the obstetric team about intrapartum foetal heart rate is critical for clinical management and patient safety. This study evaluated the benefits of two testing modalities in assessing resident physician knowledge of the 2008 NICHD nomenclature. Multiple-choice (MC) and short-answer (SA) examinations were administered to Obstetrics and Gynecology resident physicians before an educational intervention and then immediately after the training, at 6 months and at 12 months. Test scores on both the MC and the SA examinations improved after the training session. The improvement was sustained over the course of the study. Residents performed higher on the MC examination than on the SA test. This study suggests that formalised teaching in foetal heart rate monitoring improves resident physician knowledge of the NICHD nomenclature and that SA examinations may better discriminate between residents who are and are not able to accurately articulate foetal heart rate monitoring terminology.

A simple screen performed at school entry can predict academic under-achievement at age seven in children born very preterm.

AIM: We aimed to compare the academic outcomes of a cohort of children born very preterm (VPT, <32 weeks of gestation) and children born at term at age 7 years and assess the ability of a pre-academic skill screen at age five to predict later academic impairment in children born VPT at age seven. METHODS: One hundred ninety-four children born VPT (born with either gestational age <30 weeks or birthweight <1250 g) and 70 controls born at term from a prospective birth cohort were compared on academic outcomes (Wide Range Achievement Test, WRAT4) at age seven using regression analyses. Receiver-operating characteristic curves were used to determine whether pre-academic skills (Kaufman Survey of Early Academic and Language Skills, K-SEALS) at age five predicted academic impairment at age seven in 174 of the VPT cohort. RESULTS: At the age of 7 years, children born VPT had lower mean word reading (-9.7, 95% CI: -14.7 to -4.6), spelling (-8.3, 95% CI: -13.3 to -3.3) and math computation (-10.9, 95% CI: -15.3 to -6.5) scores (all P-values ≤0.001) compared with controls born at term, even after adjusting for social risk and time since school commencement. In terms of pre-academic screening, the Numbers, Letters and Words subtest of the K-SEALS had adequate sensitivity and specificity (70-80%) for predicting children with academic impairment at age seven. CONCLUSIONS: Children born VPT underperformed in academic outcomes at age seven compared with controls born at term. A pre-academic screening tool used at school entry can predict children born VPT at risk of academic impairment at age seven who could benefit from targeted early intervention.

A Cross-sectional Study of Current Doctors' Performance in a Modified Version of a Medical School Admission Aptitude Test: The UKCAT.

The 2-hour long United Kingdom Clinical Aptitude Test (UKCAT) is used by many universities in the United Kingdom as part of their selection process for undergraduate medical and dentistry degrees. We aimed to compare the performance of senior doctors in primary and secondary care and across a range of specialties, in a modified version of the medical school entrance examination-the mUKCAT. Lay people were also included in the study. Despite its widespread use, this is the first study that examines the performance of senior clinicians in the UKCAT.The study used a prospective cross-sectional design. It used mock questions from the UKCAT website to generate an mUKCAT that was anticipated to take 15 minutes to complete. In all, 167 doctors at consultant, general practitioner (GP), or specialty trainee grade and 26 lay people took part.The overall mean mUKCAT score of all participants was 2486 (69.1%). Of the total cohort, 126 (65.3%) scored above our designated threshold of 2368 and were deemed to have passed the mUKCAT. Excluding lay people, 113 (67.7%) of the 167 doctors scored above that threshold. Medical specialty was associated with overall score (P = 0.003), with anesthetists/intensive care physicians scoring highest (n = 20, mean score 2660) and GPs scoring lowest (n = 38, mean score 2302). Academics outperformed nonacademics (mean score of academics, n = 44 vs nonacademics, n = 123: 2750 vs 2406; P < 0.001). Those clinicians in senior management positions scored lower than those in "standard" roles (mean score of senior management, n = 31 vs standard roles, n = 136: 2332 vs 2534, mean difference 202, 95% confidence interval 67-337, P = 0.004).In the situational judgement section, there was no evidence that specialty was associated with score (P = 0.15). Academics exhibited greater situational judgement than their nonacademic colleagues (academics vs nonacademics: 69.8 vs 63.6%; P = 0.01).The majority of senior clinicians passed our mUKCAT. Academics and anesthetists were found to be the best performers, with GPs and those in senior management positions performing the worst.

The effect on intelligence quotient of training fluency in relational frames of coordination

Relational training protocols based on Relational Frame Theory (RFT) are showing promising results as regards increased intelligence quotient. This study aimed to analyze the effect on intelligence quotient of a fluency and flexibility training protocol based on relations of coordination. Two students from the same school were the study participants. They were randomly assigned the roles of experimental participant (a boy aged 4 years, 1 month) and control participant (a girl aged 3 years, 11 months). The McCarthy´s Aptitudes and Psychomotricity Scale (MSCA) was used to evaluate cognitive and psychomotor development. The 8-hour training protocol was implemented over a 2-month period. The experimental participant showed an increase of more than 1.5 SD in the General Cognitive Index (GCI) of the MSCA (from 106 to 132) whereas the control participant showed a 10-point increase. The experimental participant partly maintained the improvements at the 6-month follow-up. This study provides further empirical evidence of the potential of RFT training for improving cognitive abilities and intelligence

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Evaluación de la efectividad de distintos programas motores basados en la interferencia contextual en estudiantes de educación primaria / Evaluation of the effectiveness of different motor programmes base don contextual interference in primary school children / Avaliação da efectividade de distintos programas motores baseados na interferência contextual em estudantesde educação primária

El objetivo de este estudio fue analizar los efectos de distintos programas de intervención, aplicados en las clases de educación física y basados en la interferencia contextual (IC), en niños y niñas de tercer curso de educación primaria (9-10 años). 70 niños (35 chicos y 35 chicas) de un colegio público, que cursaban el tercer curso de educación primaria, participaron en el estudio. Los alumnos fueron divididos en cuatro grupos en función del tipo de programa de IC a realizar, siendo testada su capacidad de cambiar de dirección (Modified Agility Test, MAT) y aceleración (tiempo en el sprint de 5 y 15 m) antes y después de las 5 semanas de intervención. Se encontraron diferencias significativas en la capacidad de cambiar de dirección entre el pretest y el postest en el grupo IC baja, en el grupo IC moderada y en el grupo IC variable y no ocurrió lo mismo con el grupo IC alta. Únicamente el grupo de IC baja mostró diferencias significativas entre el pretest y el postest en el sprint de 5 m y ninguno de los programas fue efectivo en la capacidad de aceleración de 15 m. Las características o rasgos de los programas de intervención basados en el nivel de interferencia contextual condicionaron los efectos producidos en la capacidad de aceleración y en el cambio de dirección

The purpose of this study was to analyse the effects of different intervention programmes, applied in physical education classes and based on contextual interference (CI), in children in their 3rd year of primary education (9-10 years). Seventy children (35 boys and 35 girls) from a state school, who were in their third year of primary education, took part in the study. The school children were divided into four groups depending on the type of CI programme they were going to carry out. Their capacity to change direction (Modified Agility Test MAT) and acceleration capacity (time for a 5m and 15m sprint) were tested before and after the 5 week intervention. Significant differences were found in capacity to change direction capacity between the pre-test and post-test in the low CI group, the moderate CI group and the variable CI group, but not in the high CI group. Only the low CI group showed significant differences between the pre-test and post-test in the 5m sprint and none of the programmes were effective on acceleration capacity in the 15m sprint. The features or characteristics of the intervention programmes based on the level of contextual interference conditioned the effects produced on acceleration and capacity to change direction

O objectivo deste estudo foi analisar os efeitos de distintos programas de intervenção, aplicados em aulas de educação física e baseados nainterferência contextual (IC), em rapazes e raparigas do terceiro ano de educação primária (9-10 anos). 70 crianças (35 rapazes e 35 raparigas) de umaescola pública, que frequentavam o terceiro ano de educação primária, participaram no estudo. Os alunos foram divididos em quatro grupos em funçãodo tipo de programa de IC a realizar, sendo testada a sua capacidade para mudar de direcção (Modified Agility Test, MAT) e aceleração (tempo em sprintde 5 e 15 m) antes e depois das 5 semanas de intervenção. Foram encontradas diferenças significativas na capacidade de mudar de direcção entre o pré-teste e o pós-teste no grupo de IC baixa, no grupo IC moderada e no grupo IC variável, não ocorrendo o mesmo com o grupo IC alta. Unicamente ogrupo de IC baixa revelou diferenças significativas entre o pré-teste e o pós-teste no sprint de 5 m e nenhum dos programas foi efectivo na capacidadede aceleração de 15 m. As características ou traços dos programas de intervenção baseados no nível de interferência contextual condicionaram os efeitosproduzidos na capacidade de aceleração e na mudança de direção

A model of four hierarchical levels to train Chinese residents' teaching skills for "practice-based learning and improvement" competency.

OBJECTIVES: The current study focused on validating a protocol for training and auditing the resident's practice-based learning and improvement (PBLI) and quality improvement (QI) competencies for primary care. METHODS: Twelve second-year (R2), 12 first-year (R1) and 12 postgraduate year-1 residents were enrolled into group A, B and C, respectively, as trainees. After three training protocols had been completed, a writing test, self-assessed questionnaire and mini-OSTE and end-of-rotation assessment were used in auditing the PBLI competency, performance and teaching ability of trainees. RESULTS: Baseline expert-assessed PBLI and QI knowledge application tool writing scores were low for the R1 and R2 residents. After three training protocols, PBLI and QI proficiencies, performance and teaching abilities were improved to similar levels cross the three training levels of residents based on the expert-assessed writing test-audited assessments and on the faculty and standardized clerk-assessed end-of-rotation-/mini-OSTE-audited assessments. CONCLUSION: The different four-level hierarchical protocols used to teach group A, B and C were equally beneficial and fitted their needs; namely the different levels of the trainees. Specifically, each level was able to augment their PBLI and QI proficiency. This educational intervention helps medical institutions to train residents as PBLI instructors.

Addressing criticisms of existing predictive bias research: cognitive ability test scores still overpredict African Americans' job performance.

Predictive bias studies have generally suggested that cognitive ability test scores overpredict job performance of African Americans, meaning these tests are not predictively biased against African Americans. However, at least 2 issues call into question existing over-/underprediction evidence: (a) a bias identified by Aguinis, Culpepper, and Pierce (2010) in the intercept test typically used to assess over-/underprediction and (b) a focus on the level of observed validity instead of operational validity. The present study developed and utilized a method of assessing over-/underprediction that draws on the math of subgroup regression intercept differences, does not rely on the biased intercept test, allows for analysis at the level of operational validity, and can use meta-analytic estimates as input values. Therefore, existing meta-analytic estimates of key parameters, corrected for relevant statistical artifacts, were used to determine whether African American job performance remains overpredicted at the level of operational validity. African American job performance was typically overpredicted by cognitive ability tests across levels of job complexity and across conditions wherein African American and White regression slopes did and did not differ. Because the present study does not rely on the biased intercept test and because appropriate statistical artifact corrections were carried out, the present study's results are not affected by the 2 issues mentioned above. The present study represents strong evidence that cognitive ability tests generally overpredict job performance of African Americans.

Music therapy career aptitude and generalized self-efficacy in music therapy students.

BACKGROUND: While the Music Therapy Career Aptitude Test (MTCAT) provides a measure of student aptitude, measures of perceived self-efficacy may provide additional information about a students' suitability for a music therapy career. OBJECTIVE: As a first step in determining whether future studies examining combined scores from the MTCAT and the Generalized Self-Efficacy (GSE) scale would be useful to help predict academic success in music therapy, we explored the internal reliability of these two measures in a sample of undergraduate students, and the relationship (concurrent validity) of the measures to one another. METHODS: Eighty undergraduate music therapy students (14 male; 66 female) completed the MTCAT and GSE. To determine internal reliability we conducted tests of normality and calculated Cronbach's Coefficient Alpha for each measure. Pearson correlation coefficients were calculated to ascertain the strength of the relationship between the MTCAT and GSE. RESULTS: MTCAT scores were normally distributed and had high internal consistency (Cronbach's α = 0.706). GSE scores were not normally distributed, but had high internal consistency (Cronbach's α = 0.748). The correlation coefficient analysis revealed that MTCAT and GSE scores were moderately correlated ((r = 0.426, p < 0.0001). CONCLUSION: MTCAT scores can be used to partially determine perceived self-efficacy in undergraduate music therapy students; however, a more complete picture of student suitability for music therapy may be determined by administering the GSE alongside the MTCAT. Future studies are needed to determine whether combined MTCAT and GSE scores can be used to predict student success in an undergraduate music therapy program.