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Validity as a social imperative: users' and leaders' perceptions.

Mélanie Marceau1, Christina St-Onge2, Frances Gallagher1

  • 1School of Nursing, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Quebec, Canada.

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Summary
This summary is machine-generated.

Validity as a social imperative is acceptable to health professions education (HPE) stakeholders in Canada. While timely, challenges exist in clarifying terms and applying this concept in practice.

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Area of Science:

  • Assessment in Health Professions Education
  • Validity Theory
  • Social Accountability in Education

Background:

  • Validity as a social imperative is an emerging concept in health professions education (HPE) assessment.
  • This study explores its acceptability and feasibility among HPE stakeholders in Canada.

Purpose of the Study:

  • To investigate the perceived acceptability of "validity as a social imperative" among HPE users and leaders.
  • To explore the anticipated feasibility of implementing this concept in HPE assessment practices.

Main Methods:

  • Qualitative interpretive description study.
  • Semi-structured individual interviews and focus groups with HPE users and leaders.
  • Thematic analysis of transcripts until team consensus.

Main Results:

  • Participants found "validity as a social imperative" acceptable.
  • Key considerations included limits of traditional validity models, timeliness, need for term clarification, and similarities to modern validity theories.
  • Challenges in practical application and limits in current assessment approaches were identified.

Conclusions:

  • "Validity as a social imperative" can integrate with existing validity theories in HPE.
  • It represents an adaptation to complex assessment needs but faces operationalization challenges.
  • Further work is needed to implement this concept effectively in HPE assessment.