Interrogating the Consequential Validity of Testing in Health Professions Education

• In Event: Interrogating Systems of Assessment in Professions Education

Abstract

Data generated from licensing exams in the health professions are used by students, schools, and accreditors. Given the consequential role this data plays in health professions education, it is critical to consider the ways in which scholars report and discuss this data. This systematic review explored the consequential validity of educational research within health professions using pharmacy licensing exam data. Peer-reviewed studies that examined relationships between PharmD student demographics and performance were included for review. Of those reported, age, race/ethnicity, and personality characteristics were discussed in ways that attributed student differences based on subscore results. These results provide preliminary evidence that consequential validity should be a key consideration when discussing student demographics in health professions education.

Authors

• Sarah L Hammond, University of North Carolina - Chapel Hill
  Presenting Author

• Jacqueline E. McLaughlin, University of North Carolina - Chapel Hill
  Non-Presenting Author