169 lines
5.7 KiB
YAML
169 lines
5.7 KiB
YAML
abstract: 'Why use SJTs? Traditionally, selection into medical education
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professions has focused primarily upon academic ability alone. This
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approach has been questioned more recently, as although academic
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attainment predicts performance early in training, research shows it has
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less predictive power for demonstrating competence in postgraduate
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clinical practice. Such evidence, coupled with an increasing focus on
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individuals working in healthcare roles displaying the core values of
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compassionate care, benevolence and respect, illustrates that
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individuals should be selected on attributes other than academic ability
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alone. Moreover, there are mounting calls to widen access to medicine,
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to ensure that selection methods do not unfairly disadvantage
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individuals from specific groups (e.g. regarding ethnicity or
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socio-economic status), so that the future workforce adequately
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represents society as a whole. These drivers necessitate a method of
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assessment that allows individuals to be selected on important
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non-academic attributes that are desirable in healthcare professionals,
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in a fair, reliable and valid way.What are SJTs? Situational judgement
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tests (SJTs) are tests used to assess individuals'' reactions to a number
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of hypothetical role-relevant scenarios, which reflect situations
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candidates are likely to encounter in the target role. These scenarios
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are based on a detailed analysis of the role and should be developed in
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collaboration with subject matter experts, in order to accurately assess
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the key attributes that are associated with competent performance. From
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a theoretical perspective, SJTs are believed to measure prosocial
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Implicit Trait Policies (ITPs), which are shaped by socialisation
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processes that teach the utility of expressing certain traits in
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different settings such as agreeable expressions (e.g. helping others in
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need), or disagreeable actions (e.g. advancing ones own interest at
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others, expense).Are SJTs reliable, valid and fair? Several studies,
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including good quality meta-analytic and longitudinal research,
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consistently show that SJTs used in many different occupational groups
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are reliable and valid. Although there is over 40 years of research
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evidence available on SJTs, it is only within the past 10 years that
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SJTs have been used for recruitment into medicine. Specifically,
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evidence consistently shows that SJTs used in medical selection have
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good reliability, and predict performance across a range of medical
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professions, including performance in general practice, in early years
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(foundation training as a junior doctor) and for medical school
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admissions. In addition, SJTs have been found to have significant added
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value (incremental validity) over and above other selection methods such
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as knowledge tests, measures of cognitive ability, personality tests and
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application forms. Regarding differential attainment, generally SJTs
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have been found to have lower adverse impact compared to other selection
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methods, such as cognitive ability tests. SJTs have the benefit of being
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appropriate both for use in selection where candidates are novices (i.e.
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have no prior role experience or knowledge such as in medical school
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admissions) as well as settings where candidates have substantial job
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knowledge and specific experience (as in postgraduate recruitment for
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more senior roles). An SJT specification (e.g. scenario content,
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response instructions and format) may differ depending on the level of
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job knowledge required.
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Research consistently shows that SJTs are usually found to be positively
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received by candidates compared to other selection tests such as
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cognitive ability and personality tests. Practically, SJTs are difficult
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to design effectively, and significant expertise is required to build a
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reliable and valid SJT. Once designed however, SJTs are cost efficient
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to administer to large numbers of candidates compared to other tests of
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non-academic attributes (e.g. personal statements, structured
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interviews), as they are standardised and can be computer-delivered and
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machine-marked.'
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affiliation: 'Patterson, F (Corresponding Author), Univ Cambridge, Dept Psychol, 27
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Brunel Pkwy,Pride Pk, Derby DE24 8HR, England.
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Patterson, Fiona; Ashworth, Vicki, Work Psychol Grp, Derby DE24 8HR, England.
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Patterson, Fiona, Univ Cambridge, Cambridge CB2 1TN, England.
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Zibarras, Lara, City Univ London, London, England.'
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author: Patterson, Fiona and Zibarras, Lara and Ashworth, Vicki
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author-email: f.patterson@workpsychologygroup.com
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author_list:
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- family: Patterson
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given: Fiona
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- family: Zibarras
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given: Lara
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- family: Ashworth
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given: Vicki
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da: '2023-09-28'
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doi: 10.3109/0142159X.2015.1072619
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eissn: 1466-187X
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files: []
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issn: 0142-159X
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journal: MEDICAL TEACHER
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keywords-plus: 'HIGH-STAKES SELECTION; JOB-PERFORMANCE; PREDICTIVE-VALIDITY;
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GENERAL-PRACTICE; RESPONSE INSTRUCTIONS; INCREMENTAL VALIDITY; SUBGROUP
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DIFFERENCES; APPLICANT REACTIONS; PROCEDURAL KNOWLEDGE; PERSONAL
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STATEMENTS'
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language: English
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month: JAN 2
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number: '1'
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number-of-cited-references: '115'
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orcid-numbers: Zibarras, Lara/0000-0002-9522-1679
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pages: 3-17
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papis_id: f089bea3dd718b13919efb323e5cb7c6
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ref: Patterson2016situationaljudgement
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researcherid-numbers: Zibarras, Lara/L-3792-2019
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times-cited: '115'
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title: 'Situational judgement tests in medical education and training: Research, theory
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and practice: AMEE Guide No. 100'
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type: article
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unique-id: WOS:000367061300002
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usage-count-last-180-days: '1'
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usage-count-since-2013: '72'
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volume: '38'
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web-of-science-categories: Education, Scientific Disciplines; Health Care Sciences
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\& Services
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year: '2016'
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