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PubMed · 1080518

Teaching problem-oriented recording: a systematic approach.

P G Bashook·L J Sandlow·W H Hammett
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Abstract

Medical students and practitioners usually learn how to use problem-oriented medical records (POMR) by haphazard means. In attempting to put system into the teaching of POMR, the authors devised teaching case material and two instructional formats: self-instruction and workshop. The results of a controlled study with second-year medical students to determine the relative effectiveness of instructional formats and case materials are presented. At the end of instruction POMR performance was measured by assessing the student's ability to convert a case to POMR format. The results suggest that all student groups attained an acceptable performance level no matter which format they experienced.

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Education, Medical, UndergraduateLearningMedical RecordsMedical Records, Problem-OrientedPreceptorshipTeachingJournal ArticleResearch Support, U.S. Gov't, Non-P.H.S.

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P G Bashook, L J Sandlow, W H Hammett. 1975. Teaching problem-oriented recording: a systematic approach.. https://doi.org/10.1097/00001888-197510000-00005

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PubMed2007

Conditional reliability of admissions interview ratings: extreme ratings are the most informative.

CONTEXT: Admissions interviews are unreliable and have poor predictive validity, yet are the sole measures of non-cognitive skills used by most medical school admissions departments. The low reliability may be due in part to variation in conditional reliability across the rating scale. OBJECTIVES: To describe an empirically derived estimate of conditional reliability and use it to improve the predictive validity of interview ratings. METHODS: A set of medical school interview ratings was compared to a Monte Carlo simulated set to estimate conditional reliability controlling for range restriction, response scale bias and other artefacts. This estimate was used as a weighting function to improve the predictive validity of a second set of interview ratings for predicting non-cognitive measures (USMLE Step II residuals from Step I scores). RESULTS: Compared with the simulated set, both observed sets showed more reliability at low and high rating levels than at moderate levels. Raw interview scores did not predict USMLE Step II scores after controlling for Step I performance (additional r2 = 0.001, not significant). Weighting interview ratings by estimated conditional reliability improved predictive validity (additional r2 = 0.121, P < 0.01). CONCLUSIONS: Conditional reliability is important for understanding the psychometric properties of subjective rating scales. Weighting these measures during the admissions process would improve admissions decisions.

Education, Medical, Undergraduate↗