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The Mastery Rubric for Evidence-Based Medicine: Institutional Validation via Multidimensional Scaling.
Rochelle E Tractenberg1, Matthew M Gushta2, Jeffrey M Weinfeld3
1a Departments of Neurology, Rehabilitation Medicine, and Biostatistics, Bioinformatics and Biomathematics , Georgetown University Medical Center , Washington, DC , USA.
Teaching and Learning in Medicine
|April 12, 2016
Summary
This study validated a Mastery Rubric (MR) for evidence-based medicine (EBM) using multidimensional scaling. The MR effectively represents 10 distinct facets of EBM, supporting curriculum development and evaluation.
Area of Science:
- Medical Education
- Curriculum Development
- Evidence-Based Medicine (EBM)
Background:
- Mastery Rubrics (MRs) define desired knowledge, skills, and abilities (KSAs) and track learner development.
- This study introduces the first MR specifically for medical education EBM, designed to evaluate an existing curriculum.
Purpose of the Study:
- To validate the curricular elements of a new Mastery Rubric for Evidence-Based Medicine (MR-EBM).
- To assess the MR-EBM's alignment with institutional learning goals for EBM.
Main Methods:
- A multidimensional scaling (MDS) exercise was conducted with nine clinical instructors.
- Instructors rated the similarity of 10 curricular elements within the MR-EBM.
Main Results:
- MDS results confirmed that the MR-EBM comprises 10 distinct yet related facets of EBM.
- The findings support the MR-EBM's structure and its utility for revising the EBM curriculum.
Conclusions:
- The MR-EBM serves as a valuable tool for developing and evaluating EBM curricula.
- This MR can be adapted for other institutional EBM training objectives and KSA frameworks.
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