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How do validity experts conceptualise argumentation? It's a rhetorical question.

Benjamin Kinnear1, Abigail Martini2, Lara Varpio3,4

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Health professions education (HPE) validity arguments are often theoretical, lacking practical application and audience engagement. This disconnect hinders inclusive validation practices and can perpetuate power imbalances in the field.

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Area of Science:

  • Health Professions Education
  • Assessment Validity
  • Argumentation Theory

Background:

  • Health professions education (HPE) increasingly uses 'validity as an argument' framework.
  • The practical and theoretical integration of argumentation theory in HPE validity is underexplored.
  • Operationalizing validity arguments requires a deeper understanding of underlying theory.

Purpose of the Study:

  • To explore how HPE validity scholars conceptualize assessment validity arguments and argumentation.
  • To understand the potential consequences of these conceptualizations on validation practices.
  • To identify gaps between theoretical understanding and practical application of validity arguments in HPE.

Main Methods:

  • Critical case sampling identified 16 HPE assessment validity experts from four countries.
  • Qualitative semi-structured interviews were conducted with experts.
  • Reflexive thematic analysis was used to develop key themes.

Main Results:

  • HPE validity is conceptualized as a social and situated argument in theory.
  • The practical application of validity is hindered by a lack of audience and evaluation.
  • Current validation practices in HPE are often misaligned with theoretical principles, rooted in post-positivist rather than interpretivist approaches.

Conclusions:

  • There is a significant gap between the theoretical adoption of 'validity as an argument' and its practical implementation in HPE.
  • Validation practices in HPE need to become more context-dependent, audience-centric, and inclusive.
  • Integrating argumentation theory more deeply is crucial for effective validation in HPE.