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Measuring competency-relevant knowledge in the competency-oriented student progress test.

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Summary

The German competency-oriented student progress test (SKPT) shows adequate measurement accuracy and distinctness across its competency domains. However, improvements in communicative competence (CO) and professional decision-making competence (PR) feedback are recommended.

Keywords:
discriminant validityprogress testreliability

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Area of Science:

  • Medical Education
  • Assessment and Evaluation
  • Competency-Based Education

Background:

  • German medical schools utilize a competency-oriented student progress test (SKPT) since 2013.
  • The SKPT is structured around five competency domains: communicative (CO), practical clinical (CP), theoretical clinical (CT), scientific (SC), and professional decision-making (PR), aligned with the National Competency-based Catalogue of Learning Objectives for Undergraduate Medicine (NKLM).
  • Student feedback is partially organized by these competency domains.

Purpose of the Study:

  • To evaluate the measurement accuracy of SKPT results differentiated by competency domain.
  • To determine if results across different competency domains provide unique information.

Main Methods:

  • Analysis of SKPT data from 3,027 students between 2013 and 2017.
  • Measurement accuracy assessed using the greatest bound to reliability (glb) and standard error of measurement.
  • Discriminant analysis of principal components used to test differentiation between competency domains.

Main Results:

  • Reliability for most competency domains exceeded 0.8.
  • Communicative competence (CO) and professional decision-making competence (PR) showed reliability between 0.7-0.8 in some tests.
  • All individual competency domains provided distinct information compared to others, except for practical clinical competence (CP) and theoretical clinical competence (CT) in pairwise comparisons.

Conclusions:

  • The SKPT feedback, structured by competency domains, generally meets requirements for reliability and distinctness.
  • Enhancements in measurement quality for CO and PR are suggested.
  • Improved differentiation between CP and CT is desirable for more precise student feedback.