Maximizing Standardization While Ensuring Equity: Exploring the Role of Applicant Experiences, Attributes, and...

Situational judgment tests (SJT) are hypothetical but realistic scenario-based assessments that allow residency programs to measure judgment and decision-making among future trainees. A surgery-specific SJT was created to identify highly valued competencies among residency applicants. We aim to demonstrate a stepwise process for validation of this assessment for applicant screening through exploration of two often-overlooked sources of validity evidence - relations with other variables and consequences.

This was a prospective multi-institutional study involving 7 general surgery residency programs. All applicants completed the SurgSJT, a 32-item test aimed to measure 10 core competencies: adaptability, attention to detail, communication, dependability, feedback receptivity, integrity, professionalism, resilience, self-directed learning, and team orientation. Performance on the SJT was compared to application data, including race, ethnicity, gender, medical school, and USMLE scores. Medical school rankings were determined based on the 2022 U.S. News & World Report rankings.

In total, 1491 applicants across seven residency programs were invited to complete the SJT. Of these, 1454 (97.5%) candidates completed the assessment. Applicants were predominantly White (57.5%), Asian (21.6%), Hispanic (9.7%), Black (7.3%), and 52% female. A total of 208 medical schools were represented, majority were allopathic (87.1%) and located in United States (98.7%). Less than a quarter of applicants (22.8%; N=337) were from a top 25 school based on U.S. News & World Report rankings for primary care, surgery, or research. Average USMLE Step 1 score was 235 (SD 37) and Step 2 score was 250 (SD 29). Sex, race, ethnicity, and medical school ranking did not significantly impact performance on the SJT. There was no relationship between SJT score and USMLE scores and medical school rankings.

We demonstrate the process of validity testing and importance of two specific sources of evidence-consequences and relations with other variables, in implementing future educational assessments.