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Chang, Y. C., Chou, L. T., Lin, H. L., Huang, S. F., Shih, M. C., Wu, M. C., Wu, C. L., Chen, P. T., & Chaou, C. H. (2019). An Interprofessional Training Program for Intrahospital Transport of Critically Ill Patients: Model Build-Up and Assessment. Journal of Interprofessional Care.
https://doi.org/10.1080/13561820.2018.1560247
has been cited by the following article:
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TITLE:
Development of Situational Judgment Tests in Interprofessional Health Education
AUTHORS:
Fernanda Drummond Ruas Gaspar, Gardênia da Silva Abbad
KEYWORDS:
Situational Judgment Test, Case-Based Learning, Social Skill, Health Residency
JOURNAL NAME:
Creative Education,
Vol.15 No.1,
January
25,
2024
ABSTRACT: Situational Judgment Tests (SJTs) have been considered a valuable
strategy to assess attitudinal skills learning in practical scenarios. The
objectives of this study are: 1) to describe the process of development and
semantic and content evaluation of a SJT in the work of health care residents;
2) to describe the development of a correction sheet for the STJ (answer
sheet); and 3) to test the equivalence of complexity of the content of the SJT
items. The data from 15 interviews conducted with preceptors and both medical
and non-medical residents were analyzed by a group of 6 researchers. They identified gaps in the
predominant social skills necessary for collaborative work and training of
health residents: understanding roles and responsibilities, debate of different
opinions, and collaborative decision-making. Based on these three skills, six
real-life situations in multidisciplinary health settings and four open-ended
questions were developed for residents to solve. The test content underwent
both semantic and content validation. Three tests were selected for a pilot
application. The scores generated from answers corrected by two researchers
were submitted to statistical analyses to assess content complexity
equivalence. Participants underperformed in the SJT, suggesting learning gaps
in the assessed social skills. There were no significant differences in
scoring, confirming the content complexity equivalence among different
situations. The administration of these SJTs has the potential to enhance
resident education and interprofessional health training, fostering
socio-affective interactions within collaborative work contexts.