Aug 2026· Advances in Medical Education and Practice· Vol 17, pp. 1-12· 0 citations· 38 references
Medicine
TL;DR
Preliminary evidence offers promising preliminary evidence supporting the feasibility, validity, and reliability of the EPA-based checklist for clinical teaching assessment; however, broader confirmation through larger, multicenter studies is required prior to widespread implementation.
Abstract
Background Clinical teaching is essential in high-risk disciplines such as anesthesia. MSc students in Anesthesia Education require validated tools to assess their instructional performance during clinical internships. This study aimed to design and validate a clinical teaching performance checklist for MSc students in Anesthesia Education using Kane’s argument-based validation framework. Methods This descriptive-analytical, cross-sectional, single-center study was conducted at Iran University of Medical Sciences (2023–2025) with 11 fourth-semester MSc students. The checklist was developed using curriculum objectives, Entrustable Professional Activities (EPAs), focus groups, and a two-round Delphi process with 10 experts. Face and content validity (Impact Score, CVR, CVI), reliability (Cronbach’s alpha, ICC across two settings), and extrapolation evidence (Spearman correlation with global ratings) were evaluated. Results Seven EPAs yielded a 20-item checklist. Content validity was acceptable (CVI≥0.79 for most items; two retained via expert consensus). The instrument showed high internal consistency (Cronbach’s α=0.88) and excellent inter-rater reliability (ICC≥0.98). Extrapolation inference was supported by a strong correlation with faculty global ratings (rs=0.81). Faculty and students reported high satisfaction with the tool. Conclusion This study offers promising preliminary evidence supporting the feasibility, validity, and reliability of the EPA-based checklist for clinical teaching assessment. Integrating Kane’s framework with EPAs provides a structured approach for formative evaluation; however, broader confirmation through larger, multicenter studies is required prior to widespread implementation.
Background The implementation of competency-based medical education (CBME) demands robust, validated workplace-based assessment (WBA) tools. In this study, we aimed to develop and conduct an initial validation of the clinical competency logbook (CCL) as a structured instrument designed to assess the observed clinical competencies of undergraduate medical students in authentic practice settings. Methods A prospective validation study was conducted during the 2024–2025 academic year with 129 fourth-year medical students. The CCL was systematically constructed through literature review and expert consensus using a two-round Delphi process to establish content validity. Students were assessed using the CCL during two consecutive 4-week clinical rotations. Test–retest reliability was evaluated using the intraclass correlation coefficient (ICC) with a two-way random-effects model. Exploratory fairness analysis was conducted based on subgroup comparisons between male and female students. Results The CCL exhibited strong content validity throughout its expert-driven development process. Overall test–retest reliability was moderate to good (ICC = 0.711, 95% confidence interval [0.591, 0.796]). However, the reliability varied significantly by gender subgroups: ICC = 0.507 for males and ICC = 0.346 for females, which was attributed to ceiling effects and restricted score variance in the female subgroup. The mean scores differed significantly between genders, highlighting the need for further investigations of potential rater bias or other unmeasured variables, although these findings remain strictly exploratory. Conclusion The CCL exhibited acceptable psychometric properties for formative assessment in undergraduate medical education. The strong content validity and moderate overall reliability (though highly dependent on score distribution and varying by subgroup) support its use for tracking student progress and providing structured feedback. These findings highlight the importance of contextual interpretation of reliability coefficients and suggest that caution is required for high-stakes summative decisions. In this study, we produced an evidence-informed instrument and methodological framework for developing WBA instruments in CBME programs.
Tayseer Mansour, Marwa Zalat, A. Abdallah· Journal of Taibah University...· 0 citations
Purpose Mind mapping supports clinical reasoning and knowledge organization in health professions education, but its use as a standardized formative assessment tool remains limited. This study aimed to design and validate a comprehensive checklist to evaluate mind maps as a formative assessment tool among bachelor of anesthesia technology students, addressing structural, scientific, and creative dimensions. Study Sample and Methods This cross-sectional study was conducted in 2023 at Iran University of Medical Sciences among 50 bachelor of anesthesia technology students selected via convenience sampling. The checklist was developed through a literature review and refined using a two-round Delphi process with medical and anesthesia education experts. Validity evidence was collected based on Kane’s framework, evaluating scoring (face/content validity), generalization (intra-/inter-rater reliability), extrapolation (correlation with written tests), and implications. Data were analyzed using SPSS version 22. Results The final checklist comprised 10 core items, achieving a high scale-level content validity index (S-CVI/Ave = 0.90). Reliability analyses demonstrated excellent intra-rater (0.88–0.99) and inter-rater agreement (0.90–0.93). Convergent validity was supported by a very strong correlation between mind map scores and written examination scores among a subsample of 24 students (ρ = 0.939, ρ < 0.001). These findings indicate that the checklist provides reliable and valid scores for clinical education. Conclusion The developed checklist demonstrated strong validity and reliability for formative assessment in anesthesia technology education. By integrating structural features with scientific accuracy, the tool provides meaningful and consistent evaluation of mind maps as indicators of student learning and knowledge organization. The strong reliability indices and high correlation with written assessments support its use as a standardized tool for providing targeted feedback in clinical education.
A. S. Sajadi, Alireza Babajani, Raheleh Charmchi et al.· Advances in Medical Educatio...· 0 citations
Background: Competency-based medical education (CBME) highlights the importance of communication, ethics, and professionalism in clinical practice. Obtaining informed consent is a key skill that reflects these competencies. However, assessment of informed consent during Objective Structured Clinical Examinations (OSCEs) often relies on checklist-based methods, which may not adequately capture the quality of communication or ethical reasoning. This study aimed to develop and evaluate a rubric-based OSCE approach to assess informed consent competency among undergraduate medical students.Materials and Methods: A quasi-experimental educational intervention was conducted among 120 Phase III MBBS students. A structured analytic rubric aligned with CBME competencies was developed and refined using a two-round Delphi process involving experienced faculty members. Faculty were oriented through calibration sessions prior to implementation. The same cohort of students was assessed in both pre-and post-intervention phases under comparable conditions. Student performance was analyzed using paired t-tests, inter-rater reliability using Intraclass Correlation Coefficient (ICC, two-way random effects), and stakeholder perceptions using Likert-scale surveys and thematic analysis.Results: Mean student scores improved from 58 ± 8.4 before implementation to 80 ± 6.9 after introduction of the rubric (p < 0.001). Inter-rater reliability demonstrated good agreement (ICC = 0.82). Most participants (78%) reported positive perceptions, highlighting improved clarity, fairness, and feedback quality.Conclusion: Rubric-based OSCE assessment provides a structuredand reliable method for evaluating informed consent competency. It supports more transparent assessment and facilitates meaningful feedback, thereby strengthening competency-based evaluation of communication and ethical skills. Further studies with comprehensive psychometric evaluation are recommended.
Gupta Richa, Khan Amir Maroof, Gupta Prashant et al.· Asian Journal of Medical Res...· 0 citations
Background:
Pharmacology teaching under the Competency-Based Medical Education (CBME) curriculum emphasizes clinically integrated, competency-driven learning. Understanding second-year MBBS students’ attitude, perception, and feedback regarding current teaching-learning methods can help guide curricular refinement.
Aim: To assess the attitude, perception, and feedback of second-year MBBS students on teaching-learning methods in Pharmacology under the CBME curriculum.
Methods:
This observational, cross-sectional, questionnaire-based study was conducted among second-year (fourth-term) MBBS students at our institute from June 2025 to July 2025, after obtaining Institutional Ethics Committee approval (IEC letter no. 338/BRIMS/IEC/2025). A pre-validated, self-administered, 18-item Google Forms questionnaire (Content Validity Index 0.83 for the original 17-item protocol version, with one additional perception item included in the deployed instrument) assessing attitude (5 items), perception (9 items), and opinion on teaching-learning methodologies (4 items) was distributed. Data were analyzed descriptively as numbers and percentages.
Results:
Of 154 eligible students, 133 (86.4%) completed the questionnaire (81 male, 52 female). Most students (95%) enjoyed learning pharmacology, and all (100%) considered it essential for clinical practice, however, only 23% would consider it for postgraduate specialization. A majority favored case-based learning (63.2%) and audiovisual aids (69%), while 70% felt overwhelmed by the volume of information. Central nervous system pharmacology was rated the most difficult topic (58.6%).
Conclusion:
CBME-aligned teaching approaches, particularly case-based learning and audiovisual aids, are well received by second-year MBBS students, though the volume of pharmacological content remains a barrier, especially for postgraduate interest. Structured feedback mechanisms and targeted curricular reforms are recommended.
Unknown authors· National Journal of Physiolo...· 0 citations
Overall, the CTBLQ demonstrated satisfactory psychometric properties and provides a standardized diagnostic instrument for identifying barriers to Team-Based Learning implementation and may support evidence-informed curriculum evaluation, educational planning, and future research in nursing education while contributing to the advancement of health workforce education through improved implementation of collaborative learning.
P. Kien, Leslie F. Lazaro· International Journal of Nur...· 0 citations
The Tool of Integration Practices (TIP) demonstrated adequate validity and reliability and provides a practical, psychometrically sound framework for assessing and comparing curriculum integration practices based on faculty perceptions at the course and program levels in health professions education.
Syeda Rabbab Hasan, Madiha Sajjad, Rehan Ahmed Khan· Pakistan Journal of Medical...· 0 citations
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