Using video-cases to assess student reflection: Development and validation of an instrument

BMC Medical Education

Research Article

Sebastiaan Koole¹  Anselme Derese¹  Leen Aper¹  Janke Cohen-Schotanus²  Tim Dornan³  Bram De Wever⁴  Martin Valcke⁴  Albert Scherpbier⁵ 

[1] Centre for Educational Development, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium;Centre for Research and Innovation in Medical Education, Faculty of Medical Sciences, University of Groningen and University Medical Centre Groningen, Groningen, The Netherlands;Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands;Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium;Faculty of Health, Medicine and Life Sciences, Institute for Medical Education, Maastricht University, Maastricht, The Netherlands;

关键词: Generalizability Study;    Interrater Reliability;    Reflective Thought;    Undergraduate Medical Student;    Structure Reflection;   

DOI  :  10.1186/1472-6920-12-22

 received in 2011-09-29, accepted in 2012-04-20,  发布年份 2012

来源: Springer

【 摘 要 】

BackgroundReflection is a meta-cognitive process, characterized by: 1. Awareness of self and the situation; 2. Critical analysis and understanding of both self and the situation; 3. Development of new perspectives to inform future actions. Assessors can only access reflections indirectly through learners’ verbal and/or written expressions. Being privy to the situation that triggered reflection could place reflective materials into context. Video-cases make that possible and, coupled with a scoring rubric, offer a reliable way of assessing reflection.MethodsFourth and fifth year undergraduate medical students were shown two interactive video-cases and asked to reflect on this experience, guided by six standard questions. The quality of students’ reflections were scored using a specially developed Student Assessment of Reflection Scoring rubric (StARS®). Reflection scores were analyzed concerning interrater reliability and ability to discriminate between students. Further, the intra-rater reliability and case specificity were estimated by means of a generalizability study with rating and case scenario as facets.ResultsReflection scores of 270 students ranged widely and interrater reliability was acceptable (Krippendorff’s alpha = 0.88). The generalizability study suggested 3 or 4 cases were needed to obtain reliable ratings from 4th year students and ≥ 6 cases from 5th year students.ConclusionUse of StARS® to assess student reflections triggered by standardized video-cases had acceptable discriminative ability and reliability. We offer this practical method for assessing reflection summatively, and providing formative feedback in training situations.

【 授权许可】

CC BY   
© Koole et al; licensee BioMed Central Ltd. 2012