Composite Scores and Decision Making in Undergraduate Medical Education

• In Event: The Parker Hotel Roundtable 1
  In Roundtable Session: Assessment of Learner's Performance Roundtable

Abstract

The use of composite scores for decision-making in undergraduate medical education has recently faced the challenge of the paradigm shift towards competency-based education. We examined and contrasted internal structure, relations to other variables, and consequential validity evidence associated with the use of composite scores in traditional medical education and competency-based models using assessment data of third year medical students at one medical school in .... Our results suggest that the use of composite scores is associated with defensible decisions about student advancement irrespective of the medical education model. However, decision models differed with their ability to address the challenge of identifying struggling students, where competency-based composites yielded a higher and better classification accuracy in this spectrum of performance.

Authors

• Sola Aoun Bahous, Lebanese American University

• Yoon Soo Park, University of Illinois at Chicago

• Ilene B. Harris, University of Illinois at Chicago

• Ara Tekian, University of Illinois at Chicago