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dc.contributor.authorChamberlain, SE
dc.contributor.authorSearle, J
dc.date.accessioned2017-05-03T14:36:15Z
dc.date.available2017-05-03T14:36:15Z
dc.date.issued2005
dc.date.modified2009-10-20T22:10:25Z
dc.identifier.issn0308-0110
dc.identifier.doi10.1111/j.1365-2929.2005.02086.x
dc.identifier.urihttp://hdl.handle.net/10072/4868
dc.description.abstractContext A new student selection instrument has been designed to assess candidate suitability for a problem-based learning, small group curriculum. Objective To evaluate the performance of the new teamwork selection instrument in terms of its discriminatory power, fairness, validity, reliability and acceptability among candidates. Sample A sample of 69 volunteer candidates attending for interview formed 13 teams of 5 or 6 candidates each. Each candidate was assessed independently by 2 assessors. Candidate performance in the exercise was used for instrument evaluation purposes only. Results The instrument demonstrated good item discrimination (item-total correlations r = between 0.75 and 0.83, P < 0.01); the potential for good agreement between raters (63% agreement, weighted kappa = 0.38, P < 0.01); strong internal consistency reliability (Cronbach's a = 0.93), and good acceptability among candidates. No sources of assessment bias were identified on the basis of candidates' age (univariate anova F = 0.43, P > 0.05), gender (unrelated samples t-test F = 1.2, P > 0.05) or socioeconomic background (univariate anova F = 0.85, P > 0.05). There was no statistically significant relationship between the candidates' performance in the new exercise and their performance in the standardised formal interview (r = - 0.37, P > 0.05); the instrument had limited predictive validity, and some of the measured attributes require conceptual clarification. Discussion Statistical and conceptual analysis highlights the scope for development in the teamwork exercise. The exercise appears to be well suited to assessing candidate suitability for a problem-based learning curriculum.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherBlackwell
dc.publisher.placeEdinburgh
dc.publisher.urihttps://onlinelibrary.wiley.com/doi/10.1111/j.1365-2929.2005.02086.x
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom250
dc.relation.ispartofpageto257
dc.relation.ispartofissue3
dc.relation.ispartofjournalMedical Education
dc.relation.ispartofvolume39
dc.rights.retentionY
dc.subject.fieldofresearchBiomedical and clinical sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode32
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode52
dc.titleAssessing suitability for a PBL curriculum: evaluating a new student selection instrument.
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2005 Blackwell Publishing. The definitive version is available at [www.blackwell-synergy.com.]
gro.date.issued2005
gro.hasfulltextNo Full Text
gro.griffith.authorSearle, Judith


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