Access the full text.
Sign up today, get DeepDyve free for 14 days.
Christina St-Onge, M. Chamberland, Annie Lévesque, L. Varpio (2016)
Expectations, observations, and the cognitive processes that bind them: expert assessment of examinee performanceAdvances in Health Sciences Education, 21
Geneviève Gauthier, Christina St-Onge, W. Tavares (2016)
Rater cognition: review and integration of research findingsMedical Education, 50
P. Yeates, P. O’Neill, K. Mann, Kevin Eva (2013)
‘You're certainly relatively competent’: assessor bias due to recent experiencesMedical Education, 47
Alberto Lima, C. Barrero, S. Baratta, Yanina Costa, Guillermo Bortman, Justo Carabajales, D. Conde, A. Galli, Graciela Degrange, C. Vleuten (2007)
Validity, reliability, feasibility and satisfaction of the Mini-Clinical Evaluation Exercise (Mini-CEX) for cardiology residency trainingMedical Teacher, 29
F. Hill, K. Kendall, Kevin Galbraith, J. Crossley (2009)
Implementing the undergraduate mini‐CEX: a tailored approach at Southampton UniversityMedical Education, 43
C. Mohr, D. Kenny (2006)
The how and why of disagreement among perceivers: An exploration of person modelsJournal of Experimental Social Psychology, 42
P. Yeates, Marc Moreau, K. Eva (2015)
Are Examiners’ Judgments in OSCE-Style Assessments Influenced by Contrast Effects?Academic Medicine, 90
M. Margolis, B. Clauser, M. Cuddy, A. Ciccone, Janet Mee, Polina Harik, R. Hawkins (2006)
Use of the Mini-Clinical Evaluation Exercise to Rate Examinee Performance on a Multiple-Station Clinical Skills Examination: A Validity StudyAcademic Medicine, 81
A. Gingerich, S. Ramlo, C. Vleuten, K. Eva, G. Regehr (2016)
Inter-rater variability as mutual disagreement: identifying raters’ divergent points of viewAdvances in Health Sciences Education, 22
W. Tavares, S. Ginsburg, K. Eva (2016)
Selecting and Simplifying: Rater Performance and Behavior When Considering Multiple CompetenciesTeaching and Learning in Medicine, 28
E. Higgins (2000)
Social cognition: learning about what matters in the social worldEuropean Journal of Social Psychology, 30
A. Gingerich, J. Kogan, P. Yeates, M. Govaerts, E. Holmboe (2014)
Seeing the ‘black box’ differently: assessor cognition from three research perspectivesMedical Education, 48
S. Fiske, M. Cox (1979)
Person concepts: The effect of target familiarity and descriptive purpose on the process of describing othersJournal of Personality, 47
Jennifer Weller, Ann Jones, A. Merry, B. Jolly, D. Saunders (2009)
Investigation of trainee and specialist reactions to the mini-Clinical Evaluation Exercise in anaesthesia: implications for implementation.British journal of anaesthesia, 103 4
S. Downing (2005)
Threats to the validity of clinical teaching assessments: What about rater error?Medical Education, 39
J. Kogan, Lisa Conforti, Elizabeth Bernabeo, W. Iobst, E. Holmboe (2011)
Opening the black box of clinical skills assessment via observation: a conceptual modelMedical Education, 45
S. Stevens, H. Meyerhoff, W. Davis, I. Bacto-Agar (1946)
On the Theory of Scales of Measurement.Science, 103 2684
Neil Stewart, Gordon Brown, N. Chater (2005)
Absolute identification by relative judgment.Psychological review, 112 4
(1996)
Activation: Accessibility, and salience
P Yeates, P O’Neill, K Mann, KW Eva (2013)
Seeing the same thing differently: Mechanisms that contribute to assessor differences in directly-observed performance assessmentsAdvances in Health Sciences Education, 18
B. Park, M. DeKay, Sarit Kraus (1994)
Aggregating social behavior into person models: perceiver-induced consistency.Journal of personality and social psychology, 66 3
D. Miller, D. Wiley, R. Wolfe (1986)
Categorization Methodology: an Approach to the Collection and Analysis of Certain Classes of Qualitative Information.Multivariate behavioral research, 21 2
P. Yeates, P. O’Neill, K. Mann, K. Eva (2012)
Effect of exposure to good vs poor medical trainee performance on attending physician ratings of subsequent performances.JAMA, 308 21
C. Vleuten, L. Schuwirth, E. Driessen, J. Dijkstra, Dineke Tigelaar, L. Baartman, J. Tartwijk (2012)
A model for programmatic assessment fit for purposeMedical Teacher, 34
S. Downing (2004)
Reliability: on the reproducibility of assessment dataMedical Education, 38
A. Gingerich, C. Vleuten, K. Eva, G. Regehr (2014)
More Consensus Than Idiosyncrasy: Categorizing Social Judgments to Examine Variability in Mini-CEX RatingsAcademic Medicine, 89
P. Yeates, Jenna Cardell, Gerard Byrne, K. Eva (2015)
Relatively speaking: contrast effects influence assessors’ scores and narrative feedbackMedical Education, 49
David Cook, Thomas Beckman, Jayawant Mandrekar, V. Pankratz (2010)
Internal structure of mini-CEX scores for internal medicine residents: factor analysis and generalizabilityAdvances in Health Sciences Education, 15
S. Ramani, S. Krackov (2012)
Twelve tips for giving feedback effectively in the clinical environmentMedical Teacher, 34
S. Ginsburg, C. Vleuten, K. Eva, L. Lingard (2016)
Hedging to save face: a linguistic analysis of written comments on in-training evaluation reportsAdvances in Health Sciences Education, 21
James Carifio, R. Perla (2008)
Resolving the 50‐year debate around using and misusing Likert scalesMedical Education, 42
P. Yeates, P. O’Neill, K. Mann, K. Eva (2013)
Seeing the same thing differentlyAdvances in Health Sciences Education, 18
A. Parducci, Linda Perrett (1971)
Category rating scales: Effects of relative spacing and frequency
A Parducci, LF Perrett (1971)
Category rating scales: Effects of relative spacing and frequency of stimulus valuesJournal of Experimental Psychology, 89
P. Cantillon, J. Sargeant (2008)
Giving feedback in clinical settingsBMJ : British Medical Journal, 337
Victor Lee, Keira Brain, J. Martin (2017)
Factors Influencing Mini-CEX Rater Judgments and Their Practical Implications: A Systematic Literature ReviewAcademic Medicine, 92
ET Higgins (1996)
Social psychology: Handbook of basic principles
D. Wiley (1967)
Latent partition analysisPsychometrika, 32
J. Ende (1983)
Feedback in clinical medical education.JAMA, 250 6
Recent literature places more emphasis on assessment comments rather than relying solely on scores. Both are variable, however, emanating from assessment judgements. One established source of variability is “contrast effects”: scores are shifted away from the depicted level of competence in a preceding encounter. The shift could arise from an effect on the range-frequency of assessors’ internal scales or the salience of performance aspects within assessment judgments. As these suggest different potential interventions, we investigated assessors’ cognition by using the insight provided by “clusters of consensus” to determine whether any change in the salience of performance aspects was induced by contrast effects. A dataset from a previous experiment contained scores and comments for 3 encounters: 2 with significant contrast effects and 1 without. Clusters of consensus were identified using F-sort and latent partition analysis both when contrast effects were significant and non-significant. The proportion of assessors making similar comments only significantly differed when contrast effects were significant with assessors more frequently commenting on aspects that were dissimilar with the standard of competence demonstrated in the preceding performance. Rather than simply influencing range-frequency of assessors’ scales, preceding performances may affect salience of performance aspects through comparative distinctiveness: when juxtaposed with the context some aspects are more distinct and selectively draw attention. Research is needed to determine whether changes in salience indicate biased or improved assessment information. The potential should be explored to augment existing benchmarking procedures in assessor training by cueing assessors’ attention through observation of reference performances immediately prior to assessment.
Advances in Health Sciences Education – Springer Journals
Published: Jul 6, 2018
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.