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Related Experiment Videos

Do repeated clinical competency ratings stereotype students?

David W Chambers1

  • 1Academic Affairs and Scholarship, Unversity of the Pacific, Arthur A. Dugoni School of Dentistry, San Francisco, CA 94115, USA. dchambers@pacific.edu

Journal of Dental Education
|December 4, 2004
PubMed
Summary

Repeated clinical competency ratings by faculty do not promote student stereotyping. Faculty evaluators using prior student performance data become more accurate predictors of graduation competency.

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Area of Science:

  • Medical Education
  • Psychology of Assessment

Background:

  • Stereotyping poses a risk in repeated faculty assessments of student clinical competency.
  • Methodological challenges complicate the study of stereotyping in educational evaluations.
  • Distinguishing between genuine low performance and biased ratings is difficult.

Purpose of the Study:

  • To investigate whether repeated clinical competency ratings lead to student stereotyping by faculty.
  • To analyze the impact of carryover information on faculty rating accuracy.

Main Methods:

  • Utilized a dataset of clinical competency ratings for nearly 300 students.
  • Compared ratings from faculty with prior experience with a student to those without.
  • Analyzed the use of current versus carryover information in repeated evaluations.

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Main Results:

  • Repeating faculty members integrate both current and historical performance data.
  • The influence of carryover information increases progressively over rating periods.
  • Faculty using more carryover information demonstrated superior accuracy in predicting final competency.

Conclusions:

  • This study found no evidence that repeated clinical competency ratings foster student stereotyping.
  • Repeated assessments, when incorporating historical data, enhance predictive accuracy of student performance.