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Related Experiment Videos

Variability in doctors' problem-solving as measured by open-ended written patient simulations.

M Friedman1, M Prywes, J Benbassat

  • 1Centre for Medical Education, Ben Gurion University of the Negev, Beer-Sheeva, Israel.

Medical Education
|May 1, 1989
PubMed
Summary

Setting performance criteria for written clinical simulations is challenging. Independent expert responses, rather than group consensus, offer a more realistic approach to evaluating simulated clinical problem-solving skills.

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Area of Science:

  • Medical Education
  • Clinical Simulation
  • Performance Assessment

Background:

  • Written clinical simulations are used for medical education but their validity is uncertain.
  • Current methods for setting performance criteria rely on expert consensus, which may be artificial.

Purpose of the Study:

  • To investigate an alternative method for setting performance criteria in written clinical simulations.
  • To compare criteria derived from independent expert performance versus group consensus.

Main Methods:

  • Fifteen board-certified internists independently responded to four written clinical simulations.
  • Their responses were analyzed to identify variability and establish performance criteria.

Main Results:

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  • Significant variability in responses was observed among independent experts.
  • Reasons for variability included differences in approach, data interpretation errors, and potential differences between real-life and simulated behavior.

Conclusions:

  • Independent expert performance is a more reliable method for establishing performance criteria in written clinical simulations than group consensus.
  • Providing students with a compilation of independent expert responses can enhance their understanding of clinical problem-solving complexity.