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Validity Evidence for a Knowledge Assessment Tool for a Mastery Learning Scrub Training Curriculum.

Brittany N Hasty1, James N Lau, Ara Tekian

  • 1B.N. Hasty was a surgical education fellow, Department of Surgery, Stanford University School of Medicine, Stanford, California, at the time of writing. She is currently a resident in general surgery, Loyola University Medical Center, Maywood, Illinois. J.N. Lau is professor of surgery, Department of Surgery, Stanford University School of Medicine, Stanford, California. A. Tekian is professor and associate dean for international affairs, Department of Medical Education, University of Illinois, Chicago, Chicago, Illinois; ORCID: http://orcid.org/0000-0002-9252-1588. S.E. Miller was a fourth-year medical student, Stanford University School of Medicine, Stanford, California, at the time of writing. She is currently a resident in obstetrics and gynecology, Stanford University School of Medicine, Stanford, California. E.S. Shipper was a general surgery resident, University of Texas Health Science Center at San Antonio, San Antonio, Texas, at the time of writing. He is currently a research fellow, National Trauma Institute, San Antonio, Texas. S. Bereknyei Merrell is director of research, Goodman Surgical Education Center, and research scholar, Stanford-Surgery Policy Improvement Research & Education Center (S-SPIRE), Stanford University School of Medicine, Stanford, California. E.W. Lee was a surgical education fellow, Department of Surgery, Stanford University School of Medicine, Stanford, California. He is currently a resident in general surgery, Inova Fairfax Medical Campus, Falls Church, Virginia. Y.S. Park is associate professor and associate head, Department of Medical Education, University of Illinois, Chicago, Chicago, Illinois; ORCID: http://orcid.org/0000-0001-8583-4335.

Academic Medicine : Journal of the Association of American Medical Colleges
|October 3, 2019
PubMed
Summary

This study validated a scrub training knowledge assessment tool for a multimodal curriculum. The assessment demonstrated utility and robustness in evaluating medical and physician assistant students' scrub training knowledge.

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Area of Science:

  • Medical Education
  • Surgical Training
  • Assessment Validation

Background:

  • Effective scrub training is crucial for patient safety and surgical outcomes.
  • Mastery learning models and entrustable professional activities (EPAs) are increasingly integrated into medical curricula.
  • Standardized knowledge assessments are essential for evaluating the efficacy of training programs.

Purpose of the Study:

  • To evaluate the validity evidence of a knowledge assessment tool for a multimodal, EPA-aligned, mastery-learning scrub training curriculum.
  • To demonstrate the utility and robustness of the scrub training knowledge assessment.
  • To support the use of the assessment for evaluating scrub training knowledge.

Main Methods:

  • Collected validity evidence for a 25-item selected response knowledge assessment tool.
  • Mapped assessment items to curricular objectives, EPAs, and operating room policies.
  • Established a mastery passing standard using Mastery Angoff and Patient-Safety approaches.
  • Assessed learners pre-curriculum, post-curriculum, and six months later.

Main Results:

  • 220 medical and physician assistant students participated.
  • Mean knowledge scores significantly improved from pre- (74.4%) to post-curriculum (90.1%), Cohen's d = 1.10, P < .001.
  • Internal reliability was 0.71; mean item difficulty was 0.74; mean item discrimination was 0.35.
  • Students with prior scrub training scored significantly higher pre-curriculum (P < .001).

Conclusions:

  • The study provides validity evidence for the scrub training knowledge assessment tool.
  • The assessment is suitable for a multimodal, EPA-aligned, mastery-based scrub training curriculum.
  • Scores from this assessment can be used to evaluate scrub training knowledge in medical and physician assistant students.