title: Validity of objective tests towards peer-rated competence by students.
abstract: The purpose of the study was to investigate the predictive value of written longitudinal tests (progress tests), block-related written tests and OSCEs in relation to peer-rated competence of students. Competence as rated for functioning as a student and for functioning as a future physician Eight students were asked to rate their peers on both aspects of competence. This was related to past performance on four progress tests, eight block tests, and two OSCEs. Observed and true correlations were estimated and a discriminant analysis was performed. Both written tests fairly accurately predicted functioning as a student. Peer-rated competence as a future doctor as moderately predicted by the OSCE. Intercorrelations among the various test methods were theoretically interpretable suggesting construct validity of the objective tests used.
authors.affiliation: Faculty of Medicine, Maastricht University, The Netherlands.
authors.forename: Rob
authors.initials: R
authors.lastname: Dijcks
authors.forename: Katinka J A H
authors.initials: KJ
authors.lastname: Prince
authors.forename: Cees P M
authors.initials: CP
authors.lastname: van der Vleuten
authors.forename: Albert J J A
authors.initials: AJ
authors.lastname: Scherpbier
mesh_terms: D002983:Clinical Competence / Q000592:standards*; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D006801:Humans; D009426:Netherlands; D018024:Peer Review, Health Care; D013337:Students, Medical